THE 


COLLEGE 


LIBRARY  NUMBER 


THE  RELATION  OF  THE  COLLEGE  LIBRARY 
TO  THE  PUBLIC 

W.  K.  JEWETT 


THE  RELATION  OF  THE  COLLEGE  LIBRARY 
TO  THE  LOCAL  COMMUNITY 
W.  I.  FLETCHER 


THE  RELATION  OF  THE  STATE  UNIVERSITY 
LIBRARY-  TO  THE  OTHER  LIBRARIES 
OF  THE  STATE 

PHINEAS  L.  WINDSOR 


STUDENT  ASSISTANTS  IN  COLLEGE 
LIBRARIES 

LAURA  R.  GJBBS 


THE  OFFICIAL  STANDARD  OF  THE  COLLEGE 
CLARENCE  F.  BIRDSEYE 


THE  HIGHER  EDUCATION  ASSOCIATION 

ONE  LIBERTY  STREET,  NEW  YORK. 


P  RM  C  E 
25  CENTS, 


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WITH  BRIDGE  AS  PROPOSED 
AND  BARNUM’S  CIRCUS 


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avail  yourself  of  any  conveni¬ 
ent  opportunity,  whether  for 
information  or  comparison,  to 
inspect  my  line,  which  com¬ 
prises  the  better  things  shown 
in  foreign  and  domestic  fabrics 


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(gentlemen's  Jgailov 
212  BROADWAY,  NEW  YORK 

Northeast  Corner  Fulton  Street 

. . . 

[ 


THE  AMERICAN  COLLEGE— Advertising  Section 


THE  REORGANIZATION 
OF  OUR  COLLEGES 

By  CLARENCE  F.  BIRDSEYE 

Author  of  “Individual  Training  in  our  Colie ges/'  “Revised  Statutes, 

Codes  and  General  Laws  of  New  York/'  “Greater  New  York 
Charter/'  “Birdseye's  Abbott's  Clerk's  and  Conveyancer's  Assistant/' 
etc*,  etc.  ::  ::  ::  ::  ::  ::  ::  ::  ::  :: 

8vo,  410  pages.  Blue  Cloth  Binding,  gold  stamping.  Price,  net,  $1.75.  Postage,  14  cents  additional 


“This  is  the  boldest  and  clearest  plan  for  improving  the  higher  education  in  this  country  which  has 
hitherto  appeared.’’—  Literary  Digest. 

“A  thorough  treatment  of  the  subject  from  all  departments  of  both  the  students’  or  educators’ 
special  concern.”— St.  Louis  Globe  Democrat. 

“This  volume  is  well  worth  the  attention  of  educators.  It  considers  vital  problems  frankly  and  free¬ 
ly,  while  keeping  within  conservative  limits.” — Detroit  Free  Press. 

“The  public,  college 
men,  and  students  gen¬ 
erally  are  under  great 
obligation  to  Mr.  Birds¬ 
eye,  for  this  important 
work,  the  first  in  the 
field,  is  an  examination 
into  the  present  condi¬ 
tions  of  the  administra¬ 
tive  and  student  life  de¬ 
partments  in  our  uni¬ 
versities  and  colleges.” 

—Journal  of  Education. 

“He  has  put  his  finger 
on  the  most  serious  de¬ 
fect  in  our  American 
colleges;  he  has  ana¬ 
lyzed  that  defect  with 
great  skill,  and  has 
shown  how  composite  it 
is;  and  he  has  offered, 
so  far  as  we  know,  the 
only  remedy  that  ap¬ 
pears  to  be  as  compre¬ 
hensive  as  the  ill  .it  is 
designed  to  cure.  It  is 
not  a  panacea;  but  it  is 
certainly  a  remedy  not 
for  symptoms  but  for 
the  ailment  itself.  The 
governing  bodies  of  our 
colleges  and  universities 
ought  to  be  acquainted 
with  these  books,  and 
ought  not  to  refuse  the 


ORDER  FORM 


author  s  advice  unless 
they  find  a  clearer  diag¬ 
nosis  and  a  better  treat¬ 
ment  elsewhere.” — 

The  Outlook. 

“Much  of  the  empha¬ 
sis  of  the  book  is  time¬ 
ly,  and  some  of  it  com¬ 
mendable.  The  urgent 
need  of  raising  the  so¬ 
cial  and  moral  stand¬ 
ards  and  the  general 
educational  influences  of 
the  student’s  environ¬ 
ment;  the  need  of  re¬ 
storing  somehow  the  di¬ 
rect  influence  of  the 
teacher  and  the  placing 
of  the  calling  in  its 
proper  professional 
status;  the  checking  of 
the  ambitions  of  the  col¬ 
leges  for  numbers,  and 
their  showy  forms  of  at¬ 
taining  publicity;  a 
more  simple  and  effec¬ 
tive  supervision  of  the 
machinery  of  the  college 
‘plant’  —  in  these  and 
similar  topics  there  is 
common  ground  for  the 
interchange  of  views 
and  suggestions.” — 

The  Dial,  Chicago. 


. ,•••■ . . . 19 . 

The  Higher  Education  Association, 

1  Liberty  Street,  New  York. 

Gentlemen : 

Kindly  send  to  the  undersigned . copies  of 

“THE  REORGANIZATION  OF  OUR  COLLEGES/' 

Name . 

Address . 


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THE  AMERICAN  COLLEGE — Advertising  Section 


t 

i 

A  Unique  Idea 


Financial  Reports  show  results  expressed  in  • 
terms  of  money. 

They  are  made  up  of  balance  sheets,  and  income 
accounts  indicating  the  earnings  or  losses. 

They  do  not  convey  conclusive  data  as  to  what 
might  have  been  done; 

Or,  what  may  reasonably  be  expected  in  future. 

Everything  depends  upon  the  organization  or 
man-machine. 

The  stock  holders  have  a  right  to  know  whether 
or  not  it  is  efficient. 

Bankers  and  investors  are  also  making  this 
inquiry. 

This  knowledge  is  obtainable  from  a  combined 
financial  and  efficiency  report. 

DISTINCTLY  A  NEW  IDEA 
AND  A  GOOD  ONE 
IT  IS  OURS 

LET  US  TELL  YOU  ABOUT  IT 


Universal  Audit  Company 

SINGER  BUILDING,  NEW  YORK 

ARTHUR  TERRY,  President  W.  J.  ECK,  Treasurer 

W.  M.  WILLIAMS,  General  Manager  and  Secretary 


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THE  AMERICAN 
COLLEGE 


The  contents  of  this  magazine  are  protected  by  copyright.  Permission  for  the  reproduction  of  such 
matter  will  be  granted  where  due  credit  is  given. 


CONTENTS 


Vol.  II  THE  AMERICAN  COLLEGE,  JULY,  1910  No.  4 


The  Official  Standard  of  the  College.  By  Clarence  F.  Birdseye  -  -  -  -277 

The  Relation  of  the  College  Library  to  the  Public.  By  W.  K.  Jewett  -  -  -  285 

The  Relation  of  the  College  Library  to  the  Local  Community.  By  W.  I.  Fletcher  289 
The  Relation  of  the  State  University  Library  to  the  Other  Libraries  of  the  State. 

By  Phineas  L.  Windsor . 292 

Student  Assistants  in  College  Libraries.  By  Laura  R.  Gibbs  -----  296 

The  Lamont  Library.  By  Albert  Knight  Potter  -------  302 

Tests  of  College  Efficiency  -  -  -  -  -  -  -  -  -  _  •  _  _  305 

College  Beginnings . 312 

Yale  Laws  Regarding  the  Library  ---------  312 

Hours  of  Opening  the  Brown  University  Library  ------  319 

Editorials . . .  _  .  321 

The  College  Forum  -  --  --  --  --  --  --  325 

The  College  Community  -  --  --  --  --  --  -  333 

The  College  Home  -  --  --  --  --  --  --  349 

The  College  World  -------------  343 

The  College  Press .  351 

The  College  Library  -------------  354 

Illustration:  President  Arthur  T.  Hadley,  of  Yale  University. 


The  American  College  and  its  editors  receive  manuscripts  and  other  material  sub¬ 
mitted  for  publication  only  upon  the  understanding  that  they  shall  not  be  responsible 
for  loss  or  injury  thereto  while  in  their  possession  or  in  transit.  Copies  of  manuscripts 
should  be  retained  by  the  authors.  Manuscripts  should  be  sent  to  the  New  York  Office 
accompanied  by  American  postage  for  return. 

WILLIAM  A.  ROWAN  CLARENCE  F.  BIRDSEYE 

Business  Manager  Directing  Editor 


Subscription  price,  one  year,  $2.50;  Single  copies  25c;  Foreign, 
one  year  $3.50;  Canadian,  $3.00. 


PUBLISHED  MONTHLY  BY 

THE  HIGHER  EDUCATION  ASSOCIATION 

No.  \  Liberty  Street  New  York  City 


CLARENCE  F.  BIRDSEYE,  President  J.  F.  PERDUE,  Secretary 

ARTHUR  H.  POGSON,  Treasurer 


THE  AMERICAN  COLLEGE— Advertising  Section 


The  July  Number 

- of - 

THE  AMERICAN  COLLEGE 

will  contain  the  third  of  the  series 
of  articles  upon 

THE  OFFICIAL  STANDARD  OF 
THE  COLLEGE 

SHALL  IT  BE  CONSTRUCTIVE 
CITIZENSHIP 

- OR - 

A  MARKING  SYSTEM  DIPLOMA? 

—by - 

Clarence  F.  Birdseye 
discussing  the  College  Community  Life  in 
relation  to  the  official  standard  of  the  college 
and  to  the  future  citizenship  of  the  under¬ 
graduates.  Every  man  interested  in  college 
or  in  any  student  therein  should  read  these 
articles. 


In  answering  advertisements  please  mention  The  American  College 


THE  AMERICAN  COLLEGE — Advertising  Section 


(jflU'stcvn  itcscvuc 

UNIVERSITY 

CLEVELAND  ::  ::  ::  ::  ::  OHIO 


\ — Adelbert  College 

2 —  The  College  for  Women 

3 —  Graduate  School 

4 —  Medical  College 

5 —  Law  School 

6 —  Dental  School 

7 —  Library  School 

8 —  The  School  of  Pharmacy 


IF  The  aim  in  each  department  is  to  provide  the  best 
training* 

IF  Information  or  catalogs  are  gladly  furnished  by  the 
officers  of  each  department,  or  by  the  President  of  the 
University* 


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THE  AMERICAN  COLLEGE — Advertising  Section 


EXTRACTS  FROM  THE  CHARTER  OF 

THE  HIGHER  EDUCATION  ASSOCIATION 

Incorporated  May  2 1st,  J909,  under  the 
Laws  of  the  State  of  New  York 

The  purposes  for  which  said  Corporation  is  to  be  formed  are  as  follows: 

(A)  TO  IMPROVE  HIGHER  EDUCATION  THROUGHOUT  THE 
UNITED  STATES,  and  in  particular  the  internal  and  external  conditions  of  the 
American  college,  by  furnishing  an  agency  and  funds  whereby  a  careful  study 
can  be  made,  and  improvements  can  be  brought  about  in  the  institutions  of  higher 
learning,  in  the  following  ways,  among  others: 

(1)  IN  THE  FINANCIAL  DEPARTMENT:  a  fuller  and  clearer  treasurer’s 
annual  account;  an  improved  and  more  complete  system  of  bookkeeping;  and 
through  the  development  of  an  internal  cost  accounting  system,  in  addition  to 
the  present  method  of  merely  accounting  for  the  cash  proceeds  of  trust  and  other 
funds,  a  more  economical  and  intelligent  administering  of  the  resources,  funds 
and  activities  of  the  colleges. 

(2)  IN  THE  DEPARTMENT  OF  INSTRUCTION:  the  improvement  of 
the  pedagogical  training  of  those  proposing  to  teach  in  colleges;  the  conserva¬ 
tion  of  the  health  and  other  interests  of  the  instructional  forces;  the  increase  of 
their  compensation;  the  provision  of  pensions;  the  safeguarding  and  fostering  of 
the  interests  of  tutors,  preceptors,  assistants,  and  other  grades  of  junior  or  asso¬ 
ciate  instructors;  and  the  improvement  of  the  administrative  and  other  conditions 
affecting  the  teaching  forces,  collectively  or  individually. 

(3)  IN  THE  DEPARTMENT  OF  THE  STUDENT  LIFE:  the  betterment 
of  the  college  community  life,  and  of  the  college  home  life,  whether  in  the  frater¬ 
nity  home,  the  college  dormitory  or  the  local  boarding  house;  the  restoration,  so 
far  as  possible,  of  the  individual  training  of  the  students,  mentally,  morally  and 
physically,  during  their  college  course  and  for  their  widest  future  usefulness  as 
educated  citizens. 

(4)  IN  THE  ADMINISTRATIVE  DEPARTMENT:  the  systematic  study 
and  wide  adoption  of  better  and  more  advanced  college  administrative  methods, 
to  secure  the  most  efficient  use  of  the  college  capital  in  character  building  and 
scholarliness;  the  devising  and  putting  into  force  of  new  units  of  internal  valua¬ 
tion  of  student  and  instructional  work;  the  reduction  of  college  waste  and  the 
college  waste-heap  in  the  student,  instructional  and  other  departments;  the  study 
of  the  college  plant  and  field;  the  oversight  and  assistance  of  graduates;  the 
bringing  about,  so  far  as  is  wise  and  desirable,  of  standardization  and  uniformity 
in  college  methods  and  standards;  the  making  possible  of  the  interchange  of  stu- 


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THE  AMERICAN  COLLEGE— Advertising  Section 


EXTRACTS  FROM  THE  CHARTER  OF 

The  Higher  Education  Association — Continued 

dents  and  instructors;  the  relieving  of  the  instructors  from  administrative  details, 
and  the  putting  of  these  under  charge  of  administrative  experts,  whose  duty  it 
shall  be  to  produce  in  every  possible  way  conditions  conducive  to  more  efficient 
work  of  the  instructional  forces,  and  to  scholarliness. 

(5)  IN  THE  DEPARTMENT  OF  CITIZENSHIP:  the  study  of  the  civics 
and  economics  of  the  college  itself,  and  of  its  various  planes  and  departments, 
and  of  the  relations  of  the  student-citizens  to  the  college  state,  the  college  com¬ 
munity  and  the  college  home — all  with  reference  to  their  future  duties,  as  citizens, 
to  their  commonwealth,  their  community,  business  or  profession,  and  their  homes; 
the  founding  of  chairs  for  the  stud}’-  of  citizenship;  the  reorganization  and  fulfil¬ 
ment  of  the  duties  and  responsibilities  which  the  colleges  themselves  owe  to  the 
State  as  the  capstones  of  a  system  of  compulsory  public  school  instruction  which 
has  educated,  at  the  public  expense,  most  of  the  students  who  enter  the  colleges; 
and  the  restoration  of  the  clear  conception  which  the  earlier  institutions  had  of 
their  direct  and  high  obligations  to  the  State  as  its  public  servants,  to  which  had 
been  intrusted  public  and  private  funds  and  powers. 

(6)  AND  GENERALLY  to  furnish  means  to  determine  and  fix  the  true 
present  position  of  the  college  in  our  educational  system;  to  minimize  the  danger 
of  injury  to  the  colleges  because  of  the  push  of  the  preparatory  schools  from 
below,  and  of  the  drain  of  the  profession  and  graduate  schools  from  above;  and 
tojnaugurate  and  foster  an  active  forward  movement  in  the  development  of  the 
colleges  and  their  curricula. 

(B)  TO  PRINT  AND  PUBLISH  A  MAGAZINE  OR  MAGAZINES,  and 

other  periodicals,  newspapers,  pamphlets  or  books,  and  to  do  a  general  publishing 
business. 

(C)  TO  ORGANIZE  AND  CARRY  ON  A  BUREAU  OR  DEPARTMENT 
FOR  THE  EMPLOYMENT  of  professors,  teachers  and  others  connected  with 
college  instruction  or  administration. 

(D)  TO  INVESTIGATE,  THROUGH  EXPERTS  OR  OTHERWISE,  the 

exact  conditions  prevailing  in  the  colleges,  and  to  formulate  plans  to  improve  such 
conditions;  to  organize,  develop  and  maintain,  within  or  without  the  State  of  New 
York,  voluntary  and  unincorporated  associations  and  assemblages  of  college 
alumni  or  others  interested  in  the  affairs  of  the  colleges  or  their  students,  whose 
direct  object  shall  be  to  advance  the  cause  of  higher  education,  and  to  improve 
the  administrative,  business  and  financial  situation  in  the  colleges,  in  order  to 
insure  that  the  revision  of  the  place,  polity  and  ideals  of  the  American  college  and 
the  reorganization  of  its  administration  shall  be  in  the  hands  of  its  friends  and 
wellwishers;  to  raise  and  disburse  the  funds  and  money  necessary  or  desirable  to 
effectuate  any  of  the  purposes  or  objects  of  the  company  or  the  advancement 
of  education  within  the  United  States. 


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THE  AMERICAN  COLLEGE — Advertising  Section 


ttmbia  Httxxuersitxj 

IN  THE  CITY  OF  NEW  YORK 


OFFERS 

TO  UNDERGRADUATE  STUDENTS 

Courses  for  men  in  Columbia  College  leading  to  A.  B.  and 
B.  S.,  and  for  women  in  Barnard  College  leading  to  A.  B.  and 
B.  S.  The  program  of  studies  in  the  College  places  the  em¬ 
phasis  on  the  quality  of  the  student’s  work  rather  than  upon 
the  time  spent  in  residence,  and  is  so  arranged  as  to  make 
it  possible  for  a  properly  qualified  student  to  complete  the  re¬ 
quirements  both  for  the  bachelor's  degree  and  for  any  one  of 
the  professional  degrees  of  the  University  in  six  years. 

TO  PROFESSIONAL  STUDENTS 

Courses  for  men  leading  to  appropriate  degrees  in  Law, 
Medicine,  Mining,  Metallurgy,  Chemistry,  Civil,  Electrical  and 
Mechanical  Engineering. 

For  men  and  women  in  the  Fine  Arts — Architecture,  Music 
and  Design — ,  in  Education,  through  Teachers  College;  and 
in  Pharmacy  at  the  College  of  Pharmacy. 

TO  GRADUATE  STUDENTS 

Courses  for  men  and  women  leading  to  A.  M.  and  Ph.D., 
and  under  the  Faculties  of  Political  Science,  Philosophy  and 
Pure  Science.  Courses  in  preparation  for  the  Public  Service  in 
co-operation  with  Yale  University. 

The  University  has  a  Summer  Session  lasting  six  weeks, 
and  a  system  of  Extension  Teaching. 

INFORMATION  regarding  each  course  is  found  in  the  An¬ 
nual  Catalog  (pp.  xvi — 504),  price,  postpaid,  25  cents,  and  in 
special  Bulletins  of  Information,  furnished  without  charge. 
Any  of  these,  and  any  further  information  desired,  may  be 
obtained  from  the  Secretary  of  Columbia  University,  New 
York. 


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ARTHUR  TWINING  HADLEY,  LL.D. 

President  of  Yale  University 


W)  rH 

THE  'AMERICAN  COLLEGE 

M 

II  July,  1910  No.  4 

®i 

THE  OFFICIAL  STANDARD  OF 
THE  COLLEGE 

SHALL  IT  BE  CONSTRUCTIVE  CITIZENSHIP  OR  A  MARKING 

SYSTEM  DIPLOMA  ? 

By  CLARENCE  F.  BIRDSEYE 

THIRD  ARTICLE-  THE  COLLEGE  COMMUNITY  LIFE 

EDUCATIONALLY  the  college  course  has  always  comprehended  an 
intangible,  indefinite  something,  which  is  in  large  part  extra-pedagog¬ 
ical;  which  is  outside  of  and  usually  much  more  developing  than  the 
classroom  and  examination  performances  of  the  individual  student,  as  judged 
and  valued  by  a  decimal  or  A  B  C  D  official  marking  system.  This  unseen 
and  indefinite  something  is  often  less  the  result  of  recitations,  or  of  the 
mental  effort  necessary  to  prepare  for  a  good  recitation,  than  of  the  educa¬ 
tional  effect  upon  the  adolescent  of  a  long  continued  and  close  contact  with 
large  numbers  of  other  adolescents  and  with  many  adults  of  high  character 
and  great  learning,  at  a  life  period  when  the  student  is  ambitious,  strenuous 
and  particularly  susceptible  to  character  molding  and  hero-worship. 

In  other  words,  the  human  and  character  building  or  character  spoiling 
influence  of  the  college  course  is  and  always  has  been,  in  many  instances,  of 
more  importance,  educationally  and  in  citizenship  values,  than  its  classroom 
performances.  Let  us  be  thankful  that  the  inspiring  and  expanding  intel¬ 
lectual  potency  of  a  great  instructor  is  something  which  cannot  be  measured 
by  any  marking  system;  and  let  us  be  assured  that  such  a  system  is  equally 
impotent  to  measure  the  educative  value  of  the  intercourse  of  one  student 
with  another. 

This  human  and  citizenship  educing  of  the  adolescent’s  latent  mental  and 
moral  possibilities  is  accomplished,  in  varying  degrees  according  to  the  indi¬ 
vidual,  through  his  contact  with  his  fellows  in  the  college  home  and  the  college 
community,  and  with  the  faculty,  outside  the  classroom  almost  as  much  as 
within  it.  In  my  last  article  was  shown  the  worthlessness  of  the  present  official 
standard  to  judge  the  educational  value  of  the  college  home  influences  in  the 
formation  of  character  and  the  preparation  for  citizenship,  and  to  tell  the 

277 


The  American  College. 


278 

institution  w^at  it  could  and  should  do  in  and  by  the  college  home.  In  the 
next  article,  will  be  considered  the  educational  value  of  the  personality  and 
scholarly  uplift  of  the  instructor  as  distinguished  from  the  marking  system 
diploma  value  of  classroom  performances  under  this  instructor  for  three 
hours  per  week;  and  the  injustice  and  lowering  influence  of  the  present  official 
standard  upon  both  the  instructor  and  the  instructed.  In  the  present  article, 
let  us  see  how  utterly  worthless  and  even  debasing  is  the  official  standard  of 
the  college — based  almost  solely  upon  a  marking  system  valuation  of  the  fifteen 
hours  per  week  of  mere  classroom  or  examination  performances — in  deter¬ 
mining  the  educational  value  of  that  large  part  of  the  college  course  which  is 
passed  in  the  student  activities  and  in  the  college  community  life ;  and  further¬ 
more,  how  much  higher,  educationally,  the  actual  and  unofficial  standard  of 
that  community  life  is  than  the  official  standard  of  the  college  itself;  and  how 
much  harder,  therefore,  it  is  for  a  college  instructor  to  get  a  student  to  do 
his  best  work  than  it  is  for  the  coach  in  any  college  activity  to  make  that 
same  student  exert  himself  to  his  utmost. 

As  a  matter  of  fact,  the  student  body  sets  a  far  higher  standard  for 
itself  than  any  college  faculty  would  dare  to  set  for  it.  In  so  far  as  the 
development  of  the  habit  of  team  work,  hard  work  and  good  work,  and  of 
the  sterling  mental  and  moral  forces  which  come  with  them,  is  of  educational 
value,  the  educational  atmosphere  of  the  student  activities  is  far  higher  than 
that  of  the  classroom,  and  naturally  has  taken  a  stronger  hold  upon  the 
student  body  and  the  public  outside. 

The  standard  which  the  student  body  and  their  coaching  representatives 
constantly  enforce  is  well  summed  up  in  the  cowboy’s  epitaph : 

He  done  his  damndest: 

Angels  could  do  no  more. 

The  meaning  and  the  spirit  of  this  kind  of  work  is  too  evident,  and 
possibly  the  paraphrase  is  not  less  expressive  than  the  original : 

Who  does  the  best  his  circumstance  allows, 

Does  well,  acts  nobly;  angels  could  do  no  more. 

The  contrast  with  the  official  marking  system  standard  will  become  increas¬ 
ingly  evident  as  we  proceed. 

To  understand  the  utter  lack  of  relationship  of  the  official  standard  of 
the  college  to  its  community  life,  we  must  study  the  very  recent  origin  and 
rapid  growth  of  this  community  life,  and  must  appreciate  that  it  did  not  and 
could  not  exist  in  the  earlier  colleges,  and  hence  that  it  did  not  add  to  their 
administrative  complications.  Yet,  this  new  feature  of  the  human  education 
of  the  college  course  has  never  been  properly  analyzed,  studied,  correlated 
and  co-ordinated  by  any  institution,  nor  has  it  been  made  to  help  out  poor 


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alma  mater  and  her  faithful  instructors  in  their  unequal  struggles  to  get 

Sitieth  century  educational  results  out  of  a  twentieth  century  educational 
t.  Hence,  it  is  easy  enough  to  see  why  the  present  college  official  standard 
is  inherently  incapable  of  measuring  the  educational  forces  of  this  new¬ 
born  community  life,  or  of  counselling  the  college  how  it  may  adapt  those 
forces,  to  help  it  solve  its  twentieth  century  problems. 

In  its  pf^sent  form,  the  college  community  life  is  a  distinct  growth  of 
the  last  century — I  had  almost  said  of  the  last  half  century.  There  was 
nothing  at  all  likevt  in  the  older  colleges  which,  from  their  very  inception, 
were  mere  boarding  schools  of  the  strictest  type.  For  instance,  in  1637, 
Nathaniel  Eaton  was  appointed  “schoolmaster”  of  Harvard,  to  take  charge 
of  the  education  of  the  “children,”  manage  donations,  and  erect  the  buildings. 
Fifty  years  later,  Increase  Mather,  when  elected  president  of  Harvard,  refused 
to  resign  the  pastorate  of  the  North  Church  in  Boston  for  the  sake  of  “forty 
or  fifty  children,”  and  thereupon  continued  to  hold  both  pastorate  and 
presidency.  Corporal  punishment  \vas  in  force  at  Yale  and  Harvard  until 
the  time  of  the  Revolution,  and  fagging  until  about  one  hundred  years  ago. 

But  the  boarding  school  methods  were  even  more  evident  in  the  strictness 
of  the  rules  as  to  study  hours  and  the  official  control  of  the  entire  time  and 
life  of  the  pupil.  These  were  the  exact  antitheses  of  the  present  rules  in  that 
they  defined  and  fixed  the  hours  of  play  rather  than  the  hours  of  classroom 
work.  The  earlier  laws  allowed  twenty-seven  hours  per  week  for  “play  time.” 
At  Harvard,  no  student  could  “fie  absent  from  his  studies  or  appointed  exercises 
above  an  hour  at  morning  bever,  [bever  was  the  informal  breakfast  or  lunch 
served  out  at  the  Buttery,  afid  eaten  there  or  elsewhere,  a\  distinguished  from 
the  formal  dinner  or  supper  eaten  at  the  tables  in  the  Hall]  half  an  hour  at 
afternoon  bever,  an  hour  and  a  half  at  dinner,  and  so  long  at  supper.” 
This  was  the  allowance  for  week  days  only,  for  there  we^fe  no  outings 
on  Sundays.  The  sarfie  four  and  a  half  hours  daily  were  officially  called  “play 
time”  in  the  Yale  rules;  and  out  of  them  must  come  meals,  and,  for  the 
freshmen,  fagging.  There  were  six  hours  per  day  of  enforced  study  at 
Williams  long  a/ter  1850. 

In  other  words,  the  older  colleges  officially  took  strict  charge  of\the 
student’s  time  for  14 1  hours  out  of  the  168  hours  per  week,  and  left  him 
twenty-four  play  times  per  week,  covering  in  all  only  twenty-seven  hours\ 
less  certain  deductions.  But  the  present  college  asserts  merely  its  right  to 
take  fifteen  hours  per  week  for  classroom  work,  less  ten  per  cent,  or  more  for 
cuts,  and  officially  leaves  153  hours  free.  It  is  these  153  free  hours  per  week 
which  have  made  possible  the  college  community  life  of  the  present  form. 

I  specially  emphasize  this  radical  difference,  and  this  sudden  growth  of  the 
college  community  life,  so  that  all  may  appreciate  the  fundamental  changes 
which  it  has  wrought  in  the  relative  importance  of  the  human  forces  of  the 


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college  course — that  is,  of  the  relative  educational  values  of  the  teaching  and 
student  influences — and  how  it  has  added  to  the  administrative  problems  of 
the  institution.  This  close  control  of  and  espionage  upon  the  home  life  in  the 
earlier  colleges  made  impossible  anything  like  the  college  community  life  of 
to-day,  which  has  come  about  largely  because  of,  first,  the  abandonment  of 
its  home  functions  by  the  college ;  second,  the  growth  of  collegiate  and  inter¬ 
collegiate  activities  which  were  formerly  unknown,  but  which  have  been  made 
possible  by  the  college’s  desire  to  advertise  itself  without  any  expense  to  its 
funds;  and,  third,  its  willingness  to  apply  misunderstood  German  university 
methods  to  American  college  conditions,  and , -hence  to  abandon  all  responsi¬ 
bility  for  the  student’s  time,  except  for  the  fifteen  hours  per  week  in  which 
he  is  to  perform  on  the  recitation  room  benches. 

On  the  plane  of  the  college  community  life,  there  are  at  least  twenty- 
seven  forms  of  student  activities  in  which  there  are  intercollegiate  records,  or 
in  which — as  in  the  glee  and  other  musical  clubs,  in  dramatics  or  in  journal¬ 
ism — the  picked  champions  are  presumed  to  represent  the  best  talent  which 
the  college  contains.  Already,  there  are  indications  that  die  next  activity  with 
intercollegiate  records  will  be  aeronautics. 

Consider  the  marked  disadvantage  at  which  its  official  standard  puts 
each  and  every  instructor  of  the  college,  when  competing  with  these  student 
activities.  Notice  how  inevitable  it  is  that  the  community  life  must  walk 
away  from  the  scholastic  life.  Student  A  spends  an  hour  in  Professor  B’s 
classroom,  during  which  he  may  not  be  called  upon  to  perform,  or  in  his 
great  lecture  room,  where  he  may  match  pennies  or  read  a  newspaper  upon 
the  back  seat.  In  either  case,  both  professor  and  student  understand  that 
a  fifty  per  cent,  or  sixty  per  cent,  performance  satisfies  the  official  standard 
of  the  college  and  entitles  Student  A  to  a  diploma.  Inevitably,  the  attention 
of  instructor  and  instructed  is  fixed  upon  the  passing  mark  and  not  upon  a 
growth  mark.  The  depressing  and  debasing  effect  of  such  a  standard,  upon 
the  work  of  teacher  and  taught,  is  apparent  at  once  and  to  all. 

The  falseness  is  quite  as  apparent.  For,  as  soon  as  Student  A  passes 
out  from  the  classroom  into  the  regime  of  Coach  C,  and  prepares  to  play 
football  or  baseball,  or  row  on  a  crew,  or  attempt  to  make  the  track  team,  or 
the  glee  or  mandolin  club,  or  become  the  manager  of  any  of  these  activities, 
he  passes  immediately  into  an  atmosphere  where  his  fellow  students,  the  coach, 
he  himself,  and  strange  to  say,  old  alma  mater,  and  even  Professor  B,  all 
join  to  urge  him  to  “do  his  damndest.”  Nothing  less  will  be  accepted  or 
acceptable.  That  is  to  say,  the  college  catalog  decrees  that  Student  A  may 
earn  fiis  college  diploma  on  a  fifty  per  cent,  basis,  with  extra  privileges  and 
easing  off  as  he  nears  senior  year;  but  college  sentiment  decrees  that  he  can 
earn  his  college  letter  only  on  a  hundred  per  cent,  basis,  and  that  this  hundred 
per  cent,  basis  must  be  a  better  one  each  succeeding  year  of  his  course.  And 


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most  wonderful  of  all,  Professor  B  and  Coach  C  and  Prexy  and  the  board  of 
trustees  think  that  this  is  all  right,  and  applaud  Student  A  when  he  reflects 
011  the  institution  honor  of  the  hundred  per  cent,  variety  in  college  activities ; 
and.  merely  shrug  their  shoulders  when  he  earns  and  gets  a  fifty  per  cent, 
diploma ! 

President  Wilson  calls  that  part  of  the  college,  where  the  fifty  per  cent, 
official  standard  prevails,  the  college  work;  and  the  realm  of  the  hundred 

per  cent,  unofficial  standard,  the  college  life.  He  says : 

\ 

Life  at  college  is  one  thing,  the  work  of  the  college  another,  entirely 
separate  and  distinct.  .  .  Studies  are  no  part  of  that  life,  and  there  is 
no  competition.  Study  is  the  work  which  interrupts  the  life,  introduces 
an  embarrassing  and  inconsistent  element  into  it.  The  faculty  has  no 
part  in  the  life.  It  organizes  the  interference.  .  .  Athletics  and  the  social 
activities  now  engross  the  attention  and  absorb  the  energies  of  most 
of  the  finest,  most  spirited,  most  gifted  youngsters  in  the  undergraduate 
body,  men  fit  to  be  scholars  and  masters  in  many  fields,  and  for  whom 
these  small  things  are  too  trivial  a  preparation.  .  .  The  scholar  is  not 
in  the  game.* 

President  Wilson  would  have  made  his  statement  even  more  clear  if  he 
had  called  the  college  life  the  hundred  per  cent,  plane  of  the  institution  and 
the  college  work  the  fifty  per  cent,  plane,  sanctioned  officially  by  the  catalog 
and  the  trustees  and  the  officers  and  the  faculty,  and  acquiesced  in  and  taken 
advantage  of  by  the  student  body. 

The  Texan  horse  thief  said  “Not  guilty  if  you’re 'not  found  out.”  The 
Texan  cowboy  said,  “Do  your  damndest.  Angels  could  do  not  more.”  There 
is  just  a  suspicion  in  my  mind  that  the  former  is  the  official  motto  of  the 
marking  system  of  the  college  work  of  some  colleges,  and  that  the  latter  is 
the  recognized  motto  of  the  community  life  of  all  of  the  colleges.  For  it  does 
look  as  though,  in  many  cases,  the  principal  use  of  the  marking1  system  is  to 
keep  a  man  just  at  or  above  fifty  per  cent. — or  whatever  is  the  passing  mark — 
in  his  classroom  performances  (President  Wilson’s  college  work),  so  that  he 
can  display  a  hundred  per  cent,  form  in  his  student  activities,  or  college  life. 
Is  it  possible  that,  officially,  the  college  circus  is  satisfied  with  fifty  percent, 
work  merely  that  the  side  shows  shall  have  full  crews  of  one  hundred  per  cent, 
performers?  I  am  not  complaining  that  Yale’s  star  quarterback  is  far  better 
known  to  public,  parents  and  subfreshmen  than  her  star  professor.  I  can 
see  why,  under  past  and  present  conditions,  such  a  result  is  inevitable.  I  am 
merely  showing  that,  if  the  college  community  life  comprehends  so  large  a 
part  of  the  college  course  and  education,  then,  confessedly,  the  official  college 
standard  must  be  woefully,  nay  vitally,  deficient,  if  it  does  not  cover  the  college 

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community  life.  The  next  step  forward  must  he  along  this  line,  and  not  in  pro¬ 
viding  more  so-called  educational  facilities  upon  the  fifty  per  cent,  plane. 
Let  us  give  more  time  and  thought  to  restoring  officially  to  the  curriculum 
plane  the  “do-your-damndest”  spirit  which  now  appears  chiefly  in  the  college 
home  life  and  community  planes. 

Must  it  not  follow,  inevitably,  that  many  of  the  most  virile  and  promising 
undergraduates  will  do  their  best  in  the  fields  where  they  know  that  one 
hundred  per  cent,  work  is  expected  and  enforced  and  applauded  rather  than 
in  the  classroom,  where  fifty  per  cent,  work  is  the  official  standard?  Is  it 
not  barely  possible  that  they  rightfully  have  a  contempt  for  alma  mater’s  low 
and  false  and  unmeaning  official  standard?  In  many  respects,  a  constantly 
improving  hundred  per  cent,  work,  on  a  lower  plane,  may  be  a  far  better 
education  for  future  citizenship  than  constantly  deteriorating  fifty  per  cent, 
work  upon  a  nominally  higher  plane.  Too  often  the  college  official  marking 
system  ably  seconds  the  attempt  of  a  brilliant  or  capable  student  to  “skin 
through”  at  a  mere  passing  mark  in  his  classroom  performances,  so  that  he 
push  himself  to  a  hundred  per  cent,  of  his  ability  in  student  activities.  In 
such  cases,  is  it  not  evident  that  the  official  standard  arouses  contempt  and 
has  an  educational  effect  which  is  actually  debasing  and  debilitating? 

Again,  using  President  Wilson’s  nomenclature,  if  it  is  evident  that  the 
college  work,  using  its  decimal  or  ^  B  C  D  system,  can  get  only  fifty  per  cent, 
results  from  many  bright  and  forceful  graduates,  while  the  college  life,  without 
anything  resembling  such  a  marking  system,  can  get  one  hundred  per  cent, 
results  from  these  same  individuals,  what  is  the  educational  value  of  such  an 
official  standard,  even  for  the  purpose  of  giving  a  rating  for  a  diploma — to  say 
nothing  of  its  value  in  determining  the  growth  of  each  student  in  constructive 
citizenship?  Evidently,  merely  a  minus  value,  since  it  occupies  the  whole 
official  field,  and  prevents  the  adoption  of  a  better  and  more  adequate  standard. 

The  contact  of  the  student  with  his  fellows,  in  the  college  community 
life,  develops  or  should  develop  such  personal  characteristics,  as  perseverance, 
co-operation  or  team  work,  originality,  decision,  firmness,  quickness  and 
accuracy  of  perception,  toleration,  breadth  of  view,  patriotism,  unselfishness, 
service,  and  many  other  mental,  moral  and  physical  qualities  which  will  be 
of  inestimable  value  in  later  years,  and  which  will  mark  him  as  a  college  man. 
Evidently,  many  of  these  characteristics  are  not  and  cannot  be  best  taught 
in  the  classroom.  Certainly,  a  marking  system  standard,  based  solely  upon 
recitations  and  examinations,  is  valueless  to  tell  how  much  and  why  a  par¬ 
ticular  student  has  grown  in  the  mental  and  moral  characteristics  above  enum¬ 
erated.  Yet,  he  must  have  these  to  the  greatest  possible  extent,  if  he  is  to 
be  a  hundred  per  cent,  husband,  father,  business  or  professional  expert,  citizen 
and  man.  Why,  then,  should  the  college  hobble  along  with  such  a  low  official 
standard?  And  why  should  it  hobble  its  best  instructors  and  students  with  a 


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283 


standard  which  each  knows  to  be  false  and  inadequate,  and  the  futility  of 
which  is  demonstrated  by  its  nonuse  on  the  plane  where  every  student  must 
“do  his  damndest”  or  become  an  object  of  contempt? 

In  the  college  community  life,  as  in  the  college  home,  virtue  is  its  own 
reward,  at  least,  so  far  as  the  official  college  standard  is  concerned.  No  matter 
how  an  undergraduate  may  serve  alma  mater  and  her  highest  and  best  interests 
in  student  activities,  or  in  the  life  of  the  students  outside  of  the  classroom,  the 
college  gives  him  no  official  recognition — possibly  because  everyone  realizes 
that  really  good  work  of  that  kind  cannot  be  measured  by  a  marking  system 
which  applies  solely  to  classroom  work.  An  athlete  may  ruin  his  health  or 
suffer  other  losses  by  his  honest  and  effective  efforts  for  alma  mater’s  honor, 
amusement  and  advertising,  and  may  lose  his  diploma  because  he  can  not,  in 
addition,  maintain  a  high  classroom  grade.  But,  at  the  same  time,  alma  mater 
gives  her  diploma  to  moral  degenerates,  who  have  crammed  and  cribbed 
through  a  fifty  per  cent,  examination.  The  whole  history  of  professionalism, 
in  college  athletics,  shows  how  our  institutions  of  higher  learning  have  been 
willing  to  sell  their  birthright  of  constructive  citizenship  for  a  mess  of  crooked 
athletes  kept  in  college  by  the  crooked  use  of  a  crooked  marking  system. 
Looked  at  from  this  standpoint,  the  official  standard  has  been  found  a  very 
effective  instrument  to  carry  out  and  then  to  conceal  about  the  dirtiest  work  that 
marks  our  educational  history  of  the  past  thirty  years. 

If  the  influences  and  activities  of  the  college  community  life  constitute 
so  much  of  a  college  education,  why  should  they  be  unmeasured  and  unrecog¬ 
nized  by  the  college?  And  why  should  not  an  official  standard  be  devised 
which  can  tell  the  institution  what  has  been  the  effect  upon  each  individual 
of  this  important  plane  of  its  life?  And  what  each  part  of  the  institution 
has  done  to  set  forward  the  cause  of  constructive  citizenship  in  connection 
with  the  college  community  life?  What  would  one  think  of  a  factory  whose 
books  gave  an  imperfect,  unsatisfactory  and  misleading  account  of  what  one 
great  department  was  doing,  but  kept  no  account  of  any  kind  with  the  other 
departments,  and  which  had  not  even  devised  standards  by  which  it  could 
judge  of  the  results  of  those  other  departments?  But  such  is  the  case  with 
the  college  factory. 

In  the  after  life  of  the  citizen,  his  usefulness  and  his  real  success  or  failure 
will  depend  quite  as  much  upon  what  he  learned  outside  of  the  college  class¬ 
room  as  upon  what  he  learned  through  his  performances  therein.  That  is  to 
say,  the  value  for  constructive  citizenship  of  the  community  life  is  often  quite 
equal  to  that  of  the  curriculum,  especially  as  the  latter  is  now  conducted.  If, 
then,  the  official  standard  is  valueless  as  to  the  college  home  and  the  college 
community  planes,  am  I  wrong  in  repeating  that  the  institution  can  never  do 
its  best  work,  in  whole  or  in  its  parts,  until  it  has  a  new  and  scientific  official 
standard,  capable  of  meeting  its  present  and  future  demands?  If  the  official 


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standard  is  far  lower  than  that  which  prevails  outside  of  the  curriculum,  how 
can  the  curriculum  fail  to  fall  into  the  second  place,  educationally,  which,  by 
its  fifty  per  cent,  standard,  it  deserves  and  is  willing  to  accept?  And,  too 
often,  it  has  landed  there  if  we  may  believe  the  statements  of  college  presidents 
and  other  experts. 

I  can  sympathize  with  the  earnest  instructor  who,  under  the  ordinance 
of  the  college,  is  compelled  to  accept  fifty  per  cent,  work  from  his  students : 
but  I  have  no  sympathy  with  the  organized  body  of  instructors  which,  under 
the  name  of  the  faculty,  stands  in  the  path  of  true  and  lasting  reform,  merely 
because  they  conceive  that  this  is  an  educational  question  to  be  handled  by 
themselves,  rather  than  a  mere  question  of  administration  to  be  handled  by  a 
separate  and  adequate  administrative  department,  working  for  their  advantage ; 
a  question  not  of  education,  but  rather  of  how  the  institution  is  using  or 
managing  its  educational  facilities,  and,  therefore,  a  question  of  administra¬ 
tion  ;  a  question,  not  of  educational  values,  but  of  how  those  values  shall  be 
stated,  and  the  statistics  thereof  be  gathered,  collated  and  made  available.  In 
no  well  organized  factory  is  it  any  longer  necessary  for  the  highest  priced 
producers  to  bother  about  the  administrative  details.  They  are  not  allowed  to 
fritter  away  their  time  upon  matters  which  others  trained  in  such  lines  can 
better  attend  to. 

But  here  again  comes  in  the  most  important  phase  of  all.  Whether  the 
college,  or  its  faculty  or  its  trustees  wish  it  or  not,  it  is  their  duty  to  evolve 
and  apply  a  better  and  higher  and  more  scientific  official  standard.  The  chief 
question,  which  in  a  sense  comprehends  all  others,  is  whether  this  public 
servant,  so  richly  endowed  and  arrogating  to  itself  such  important  functions  in 
the  education  of  the  country's  future  citizens,  is  performing  its  full  duties  in 
the  highest  possible  manner,  if  it  limps  along  with  a  false  and  low  official 
standard  which  is  inapplicable  in  at  least  two-thirds  of  its  course?  Under 
present  conditions,  what  right  has  the  college  to  thr6w  stones  at  any  other 
public  servant?  What  subject  has  it  to  study  more  important  than  its  own 
defective  official  standard  which  takes  absolutely  no  account  of  some  of  its 
chief  forces  for  producing  mental  and  moral  improvement  and  educational 
growth  in  its  students,  and  which  largely  paralyzes  the  honest  efforts  of  its 
highest-minded  instructors  and  officials  to  make  it  do  its  great  duty  to  the  com¬ 
monwealth  ? 

In  my  next  article,  I  shall  show  how  the  official  standard  does  as  much 
harm  even  upon  the  curriculum  plane,  as  the  absence  of  any  official  system 
applicable  to  the  home  and  community  planes  has  done  therein. 


THE  RELATION  OF  THE  COLLEGE 
LIBRARY  TO  THE  PUBLIC 

By  W.  K.  JEWETT,  Librarian  University  of  Nebraska 
ADDRESS  AT  ANNUAL  MEETING  OF  AMERICAN  LIBRARY  ASSOCIATION 

IN  using  the  word  “Public”  in  the  present  connection,  I  construe  it  to  mean 
all  persons  not  connected  with  the  college  as  professors,  students,  trustees, 
employees  or  alumni.  The  diploma  given  to  the  graduate  usually  declares 
him  entitled  to  all  the  rights,  privileges,  and  honors  pertaining  to  the  bachelor’s 
degree  and  among  these  we  are  glad  to  reckon  the  privilege  of  using  the 
library.  By  thus  becoming  the  possessor  for  life  of  academic  citizenship,  the 
alumnus  is  not  to  be  classed  with  the  public  and  his  right  to  use  the  library 
should  be  taken  as  a  matter  of  course.  In  the  institution  which  I  serve,  we 
extend  the  use  of  the  library  to  the  bookkeepers,  stenographers  and  janitors 
employed  by  the  University,  regarding  them  as  legitimate  members  of  our 
constituency. 

Colleges  and  universities  are  chartered  by  the  state  for  public  purposes 
and  the  powers  conferred  on  them  by  charter  are  to  be  used  for  the  benefit 
of  the  public  and  not  for  private  or  commercial  ends.  It  is  for  this  reason 
that  such  institutions  are  exempted  from  taxation  since  their  tribute  to  the 
state  is  paid  in  other  ways.  It  is  usually  agreed  that  this  obligation  to  the 
state  is  fulfilled  when  the  institution  imparts  instruction  to  those  who  enroll 
themselves  in  its  membership  and  disseminates  learning  by  sending  out  its 
graduates  into  the  community.  It  is  a  matter  of  opinion  how  far  it  is  expedient 
for  the  institution  to  go  in  the  direction  of  tendering  its  facilities  to  those 
not  enrolled  in  its  membership.  Undoubtedly  its  first  duty  is  toward  the 
mernbers  of  the  college  and  expediency  must  determine  in  each  individual 
case  what  can  be  done  for  the  public  without  interfering  with  the  rights  of 
those  to  whom  the  college  primarily  ministers.  In  the  case  of  universities 
supported  wholly  or  in  most  part  by  the  proceeds  of  a  state  tax,  it  is  easy  to 
see  that  it  may  frequently  be  expedient  to  go  further  in  the  effort  to  serve 
the  general  public  than  in  colleges  on  a  private  foundation. 

The  college  library  stands  in  a  better  position  to  be  of  service  to  out¬ 
siders  than  most  of  the  other  departments.  Such  service  may  be  performed 
in  co-operation  with  public  libraries  or  independently,  but  should  avoid  trench- 

285 


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The  American  College. 


ing  on  the  functions  of  any  other  medium  of  library  service.  The  most 
familiar  form  of  co-operation  with  the  public  library  is,  of  course,  the  inter- 
library  loan.  Harvard  and  Columbia,  by  reason  of  their  rich  collections,  effi¬ 
cient  organization  and  liberal  policy,  render  more  service  to  the  public  by 
this  means  than  any  other  universities. 

The  most  complete  co-operation  yet  suggested  is  that  contemplated  by 
the  Iowa  law  of  1904,  which  permits  colleges  and  towns  to  undertake  the 
joint  maintenance  of  a  library  and  authorizes  the  town  treasurer  to  pay  the 
proceeds  of  the  library  tax  to  the  college  treasurer.  So  far  as  I  can  ascertain 
this  arrangement  has  been  entered  into  in  but  one  instance.  Cornell  College 
and  the  city  of  Mount  Vernon,  Iowa,  took  advantage  of  this  law  in  1905, 
following  the  erection  of  a  Carnegie  building  for  the  college  library.  The 
library  is  governed  by  a  board  of  nine  trustees  composed  of  three  faculty 
members,  two  college  trustees  and  four  citizens  of  Mount  Vernon.  The 
financial  administration  is  in  the  hands  of  the  college.  The  library  contained 
about  27,000  volumes  at  the  time  the  present  form  of  government  was  adopted. 
This  interesting  experiment  in  political  science,  as  well  as  library  management, 
has  not  proven  satisfactory  so  far  as  I  am  informed.  The  amount  contributed 
by  the  town  is  very  small  by  reason  of  the  customary  absurd  provision  in 
the  state  law  limiting  the  amount  which  can  be  raised  by  taxation  for  library 
purposes.  The  share  in  the  management  conceded  to  the  town  and  the  number 
of  popular  books  demanded  by  the  people  have,  I  understand,  been  dispropor¬ 
tionate  to  their  modest  financial  contribution. 

In  Europe  there  is  at  least  one  instance  of  a  university  library  serving 
also  as  a  public  library.  The  library  of  the  University  of  Strasburg,  which 
is  the  largest  university  library  in  the  world,  bears  the  title  Kaiserliche  Uni- 
versitats  und  Landes-Bibliothek.  It  serves  also  as  the  central  library  for 
the  two  imperial  provinces  of  Alsace  and  Lorraine.  According  to  Minerva 
it  circulated  in  1908  over  9,000  volumes  outside  the  city  and  55,000  in  the 
city.  As  the  university  is  supported  by  the  government,  there  is  no  chance 
for  misunderstanding  about  the  funds  of  the  library.  It  is  interesting  to  note, 
however,  that  the  administration  of  the  latter  is  directly  responsible  to  the 
Ministry  of  Education  and  not  to  the  University  authorities. 

College  libraries  sometimes  have  opportunities  to  exercise  in  part  the 
functions  of  a  public  library  during  vacation  time  or  on  some  special  occasion 
when  unusual  circumstances  occur.  Williams  College  enjoys  an  opportunity 
of  this  kind  which  so  far  as  I  know  is  rare.  Situated  in  the  beautiful  Berk¬ 
shire  Hills,  Williamstown  is  the  most  attractive  college  town  I  have  seen  and 
like  the  other  Berkshire  towns  is  a  resort  for  summer  visitors.  For  years  the 
policy  of  the  institution  has  been  most  liberal  toward  the  summer  people  and 
they  have  been  admitted  to  both  reading  room  and  circulation  privileges.  As 
the  college  library  is  well  stocked  with  the  best  literature  and  the  town  library 


Relation  of  the  College  Library  to  the  Public. 


287 


is  not  open  to  visitors  who  wish  to  draw  books,  the  privilege  is  highly  appre¬ 
ciated.  The  college  authorities  consider  that  courtesies  shown  to  visitors  are 
advantageous  as  tending  to  make  friends  for  the  institution.  The  acting 
librarian  informs  me  that  the  privilege  is  never  seriously  abused  by  the 
visitors,  and  that  books  frequently  come  into  the  library  by  gift  from  persons 
who  noted  their  absence  while  using  the  library  during  the  summer.  Many 
volumes  of  fiction  have  been  given  by  departing  guests  and  books  written  in 
Williamstown  by  Visiting  authors  have  often  been  received.  Valuable  sugges¬ 
tions  regarding  purchase  have  been  made  by  guests  who  have  noted  gaps 
while  using  the  library. 

The  University  of  California  library  was  fortunate  enough  to  render 
valuable  public  service  to  the  people  of  San  Francisco  after  the  earthquake 
when  the  libraries  of  the  city  had  been  destroyed  by  fire,  and  the  university 
possessed  the  only  large  collection  of  books  in  the  near  vicinity.  Mr.  Rowell 
informs  me  that  the  use  of  the  law  library  was  immediately  tendered  to  the 
Bar  Association  and  that  several  hundred  lawyers  availed  themselves  of  it. 
The  resources  of  the  engineering  library  were  placed  at  the  disposal  of  the 
Street  Department,  Sewer  Department,  and  other  departments  of  the  city 
government  which  made  use  of  the  books  and  maps  for  ascertaining  street 
grades  and  other  necessary  duties.  Similar  assistance  in  the  way  of  maps  and 
other  material  was  extended  to  the  Southern  Pacific  Railway  at  the  same 
time. 

A  university  library  having  an  engineering  collection  does  not  need  to 
wait  for  a  great  emergency  like  the  San  Francisco  fire  in  order  to  make  itself 
useful  to  the  public  without  in  the  least  inconveniencing  its  students.  At  the 
University  of  Nebraska,  the  engineers  of  the  Burlington  railway  system,  the 
assistants  in  the  city  engineer’s  office  and  many  visiting  engineers  all  use  our 
engineering  collection  with  profit  to  themselves  and  pleasure  to  us. 

Several  articles  have  been  written  in  the  library  periodicals  during  the 
last  two  or  three  years  in  which  emphasis  has  been  laid  on  the  importance  of 
reaching  the  business  and  professional  men  in  public  library  work.  I  believe 
this  is  also  a  desirable  object  for  the  university  librarian  to  keep  in  mind, 
especially  if  he  is  connected  with  a  state  university.  A  state  university 
dependent  on  the  goodwill  of  the  voters  for  adequate  support  needs  all  the 
friends  it  can  get.  From  the  worldly  standpoint  the  friendship  of  the  lawyers, 
business  men  and  engineers  is  more  important  than  that  of  the  women’s  clubs 
and  reading  circles.  No  opportunity  should  be  lost  to  make  the  university’s 
books  on  law,  finance,  engineering  and  medicine  useful  to  the  local  lawyers, 
bankers,  engineers  and  doctors.  This,  it  seems  to  me,  is  only  ordinary 
prudence.  The  pastors  and  teachers  will  probably  make  their  wants  known 
without  special  effort  on  the  part  of  the  librarian  and  are  more  likely  to  be 
already  interested  in  the  welfare  of  the  university. 


288 


The  American  College. 


As  an  instance  of  a  liberal  policy  shown  toward  professional  men  by  a 
university  library,  I  would  like  to  cite  the  University  of  Michigan  which 
extends  to  local  lawyers  and  doctors  both  reference  and  circulation  privileges 
in  its  law  and  medical  libraries.  It  also  makes  out-of-town  loans  from  the 
medical  library  to  the  physicians  and  chemists  of  Detroit  and  Grand  Rapids. 

On  account  of  its  superior  bibliographic  equipment,  the  college  library 
not  situated  in  a  large  city  can  frequently  be  of  service  to  local  booksellers 
who  desire  information  regarding  titles  which  they  are  unable  to  identify. 
In  the  great  cities,  the  bookseller  is  often  able  to  help  the  librarian  in  the 
matter  of  trade  bibliography.  In  case  the  neighboring  public  libraries  are 
small  and  do  not  possess  much  in  the  way  of  trade  bibliography,  the  college 
librarian  is  in  a  position  to  aid  them  with  advice  about  the  purchase  of  foreign 
books.  In  fact,  he  may  be  the  adviser  of  the  entire  community  in  this 
particular. 

In  my  own  experience,  I  have  found  that  many  persons  consult  the 
college  librarian  with  reference  to  the  purchase  of  histories,  cyclopedias  and 
other  subscription  works  that  they  think  of  buying.  The  visit  of  a  book 
agent  offering  an  expensive  set  is  generally  marked  by  frequent  telephone  calls 
from  people  seeking  advice  before  coming  to  a  decision. 

The  state  of  California  presents  one  example  of  an  unusual  function 
assigned  to  the  university  librarian.  The  law  passed  in  1909,  establishing  a 
county  library  system,  provides  that  no  person  shall  be  eligible  to  appointment 
as  county  librarian  unless  holding  a  certificate  that  he  is  qualified  for  the 
position  signed  by  the  librarian  of  the  state  library,  state  university  or  Leland 
Stanford  University.  How  the  librarian  of  either  of  the  two  universities  is 
to  satisfy  himself  of  the  qualifications  of  the  applicant  is  not  specified.  The 
official  recognition  of  the  librarian  of  Leland  Stanford  University,  an  institu¬ 
tion  on  a  private  foundation,  is  one  of  the  interesting  features  of  the  enactment. 

One  very  important  way  in  which  the  university  library  may  serve  not 
only  its  constituents  but  the  whole  library  world  and,  in  fact,  the  literary 
world,  is  by  the  publication  of  bibliographies.  These  are  most  useful  when 
they  list  the  resources  of  the  university  in  some  special  field  in  which  its 
collection  is  particularly  strong.  Notable  examples  are  the  catalog  of  the 
Andrew  D.  White  Library  and  the  Dante  collection  both  issued  by  Cornell, 
the  catalog  of  Avery  Architectural  Library  issued  by  Columbia  and  the 
Harvard  Bibliographical  Contributions  commenced  by  Justin  Winsor  and 
still  in  progress.  The  bibliographical  activities  of  the  university  may  be 
conducted  independently  or  in  conjunction  with  other  libraries,  as  when  com¬ 
piling  a  union  list  of  periodicals. 


THE  RELATION  OF  THE  COLLEGE 
LIBRARY  TO  THE  LOCAL  COMMUNITY 


By  W.  I.  FLETCHER,  Librarian  Amherst  College 
ADDRESS  AT  ANNUAL  MEETING  OF  AMERICAN  LIBRARY  ASSOCIATION 

TO  the  saying  of  the  Great  Teacher  “To  him  that  hath  shall  be  given” — a 
saying  quite  inconsistent  with  the  Socialist  theory,  but  one  that  proves 
itself  curiously  true  in  fact  if  not  acceptable  in  theory — to  this  saying 
there  has  been  worked  out  in  our  day  a  corollary — “He  that  hath  shall  give.” 
Not  that  this  is  a  new  doctrine  or  principle  ;  it  is  as  old  as  the  New  Testament 
or  the  teachings  of  Plato  or  Socrates,  older  in  fact  than  any  of  them. 

But  selfishness  and  greed  have  a  strong  hold  on  the  human  heart,  and 
it  has  taken  many  centuries  to  bring  even  the  Christian  world  to  a  practical 
acceptance  and  carrying  out  of  the  idea  that  possessions  and  endowments  of 
one  kind  or  another  involve  an  obligation  to  share  them  with  those  less 
favored,  to  use  them  pro  bono  publico.  True  enough  many  men  of  wealth, 
from  time  immemorial,  have  been  large  givers,  and  the  founding  of  colleges 
and  hospitals  by  such  men  is  no  new  thing,  but  it  has  remained  for  this 
present  time  to  witness  the  awakening  of  the  sense  of  obligation  on  the  part 
of  rich  men  to  make  the  world  better  by  their  use  of  their  riches.  George 
Peabody,  Cecil  Rhodes,  D.  K.  Pearsons,  J.  D.  Rockefeller,  Andrew  Carnegie 
— these  are  not  only  great  givers,  but  they  are  also  the  apostles  of  a  new 
doctrine  as  to  wealth,  which  runs  counter  to  the  old  idea  that  a  man  may 
surely  do  what  he  will  with  “his  own.”  “Ownership  is  trusteeship”  is  a 
succinct  statement  of  the  new  doctrine. 

Nor  is  the  ownership  to  which  this  new  doctrine  relates  confined  to  the 
possession  of  wealth  by  individual  men.  It  includes  all  holdings  of  resources 
of  any  kind  by  institutions  as  well.  That,  it  has  been  recognized  by  colleges 
and  universities,  the  whole  University  Extension  and  Social  Settlement  Move¬ 
ment  is  a  witness,  and  from  this  point  of  view  I  prefer  to  approach  the  question 
of  the  relation  of  the  college  library  to  the  community.  Recognizing  the 
potential  value  of  what  is  in  our  college  libraries  not  only  for  the  furtherance 
of  the  college  work  but  for  the  help  and  uplifting  of  the  community  about 
us,  we  may  well  seek  for  means  of  establishing  such  relations  as  will  put 
these  resources  in  the  way  of  as  complete  exploitation  as  possible. 

Within  a  few  years  our  college  libraries  have  grown  rapidly  and  have 

289 


290 


The  American  College. 


acquired  a  new  character.  They  have  gone  beyond  the  point  where  they 
barely  meet  the  needs  of  the  college  work,  and  have  grown  rich  in  works  of 
a  more  general  character,  in  art,  in  music,  in  biography,  especially  in  science. 
Only  a  small  proportion  of  their  books  are  at  a  given  time  in  use  in  the  college, 
and  more  and  more  must  the  college  librarian  feel  the  strong  desire  that  these 
unused  resources  might  be  benefiting  the  outside  community. 

In  my  consideration  of  this  theme,  I  practically  pass  by  the  case  of  the 
college  or  university  located  in  a  large  city  where  an  adequate  public  library 
exists.  Public  libraries  of  some  size  and  value  are  now  to  be  found  in  most 
of  the  towns,  certainly  in  the  college  towns.  But  outside  of  the  large  cities 
they  are  generally  small  and  limited  in  their  scope,  bearing  no  comparison 
to  the  college  libraries  in  size  or  possibilities  for  general  efficiency.  The 
relation  of  the  college  library  to  the  public  library  in  its  town  is  the  subject 
of  another  paper  at  this  session,  and  is  not  for  me  to  treat.  I  may  say  that 
I  would  have  named  co-operation  with  the  local  public  library  as  the  first 
method  of  the  college  library’s  influence  in  the  community.  Next  to  that, 
I  would  certainly  place  the  public  schools.  The  college  library  can  find  no 
field  of  usefulness,  outside  of  the  direct  work  of  the  college,  more  promising 
and  fruitful  than  is  offered  by  the  teachers  in  the  schools.  The  small  town 
library  may  contain  some  books  of  special  value  to  teachers,  but  the  ample 
collections  in  the  college  library  and  the  scholarly  atmosphere  which  prevails 
there,  should  make  it  a  place  to  which  the  teachers,  especially  in  the  high 
school,  would  constantly  resort. 

I  have  sent  inquiries  to  about  fifty  college  libraries  preparatory  to  this 
discussion,  and  I  find  that  the  practice  is  general  of  encouraging  the  teachers 
to  use  the  college  library.  Only  a  few,  however,  report  that  books  are  loaned 
to  the  teachers.  In  some  of  the  colleges,  the  supply  of  books  is  hardly  adequate 
to  the  college  needs  and  the  circulation  of  the  books  outside  of  the  college  is 
not  attempted.  But  the  larger  college  libraries  loan  books  freely  to  the 
teachers,  giving  them  nearly  as  much  liberty  in  the  use  of  books  as  is  given 
to  members  of  the  faculty.  When  we  consider  the  vital  importance  to  the 
colleges  of  anything  that  can  be  done  to  improve  the  quality  of  secondary 
instruction,  we  can  but  be  convinced  that  such  help  as  can  be  given  along 
this  line  is  not  only  a  public  benefit  but  also  has  its  direct  reaction  on  the  college 
itself. 

The  same  might  be  said  of  help  given  to  pupils  in  the  schools,  and  would 
largely  hold  true.  But  until  the  facilities  in  books  and  in  rooms  for  their 
use  in  the  college  libraries  are  further  increased,  no  great  frequenting  of  the 
library  by  school  pupils  can  be  encouraged.  For  this  work  the  town  libraries 
should  be  especially  equipped  and  administered. 

Another  avenue  for  the  influence  of  the  college  library  is  found  in  the 
study  clubs  which  are  now  so  numerous.  In  some  college  libraries  membership 


Relation  of  the  College  Library  to  the  Local  Community.  291 

in  such  a  club  qualifies  a  person  to  use  the  library  both  for  reference  and  for 
the  drawing  of  books.  These  club-members  are  often  not  of  a  scholarly  type, 
and  their  work  in  the  library  is  easily  looked  upon  as  that  of  tyros,  who  are 
only  acquiring  that  “little  knowledge”  which  is  a  dangerous  thing.  But  a 
more  sympathetic  view  will  recognize  that  in  all  this  even  superficial  cultiva¬ 
tion  of  the  minds  of  the  citizens,  especially  of  the  mothers,  there  is  promise 
of  future  crops  of  college  students — and  here  again  a  wise  self-interest 
coincides  with  the  impulse  of  the  well-stored  library  to  seek  outlets  for  its 
treasures  of  wisdom  and  knowledge.  This  club  work  is  one  especially  requir¬ 
ing  a  larger  supply,  especially  of  reference  books,  sets  of  periodicals,  etc.,  than 
the  town  library  is  likely  to  furnish,  and  is  also  so  like  much  of  the  college 
work  as  to  be  much  better  done  with  the  use  of  the  same  apparatus  and  the  aid 
of  the  same  attendants. 

Beyond  these  special  classes  in  the  community  there  remains  another,  well 
worthy  of  cultivation  by  the  college  library.  This  class  is  made  up  of  those 
individuals  who  are  really  bookish  and  can  make  good  use  of  a  good  library. 
No  college  library,  so  far  as  I  know,  is  open  to  the  inhabitants  of  the  town 
generally  as  a  circulating  library.  But  it  is  the  rule  in  some  to  admit  as 
borrowers  of  books  all  who  will  make  application  indicating  some  special 
course  or  line  of  reading  that  they  wish  to  follow,  or  some  subject  in  which 
they  are  specially  interested.  All  resident  graduates  of  the  college,  all  who 
can  be  registered  as  graduates  of  some  sister  institution,  all  pro¬ 
fessional  men  and  women,  come  into  this  class.  Here  again,  an  enlightened 
self-interest  would  suggest  great  liberality  in  administration.  For  the  free 
use  of  a  good  library  will  count  with  other  advantages  to  draw  to  a  town 
the  most  desirable  class  of  residents,  who  in  turn  will  be  friends  and  supporters 
of  the  college. 

In  Massachusetts  we  have  been  passing  through  an  area  of  disturbance  > 
as  to  the  exemption  from  taxation  of  the  property  of  the  colleges.  Short¬ 
sighted  and  one-sided  views  as  to  the  loss  of  taxable  property  have  been 
honestly  held  by  some  and  strongly  advocated  by  demagogues  with  an  axe 
to  grind,  but  no  success  at  all  has  attended  the  effort  to  change  the  law. 

It  would  not  seem  amiss  to  ascribe  much  of  the  public  sentiment  which  has 
frowned  down  these  attempts  to  put  a  burden  on  the  colleges  to  the  good 
feeling  fostered  by  the  wise  and  liberal  administration  of  the  libraries  and 
other  public  facilities  of  the  colleges. 

The  college  libraries  may  yet  do  much  more  to  fasten  and  seal  the  bond 
which,  through  all  petty  and  superficial  rivalries,  should  hold  together  Town 
and  Gown. 


THE  RELATION  OF  THE  STATE  UNI¬ 
VERSITY  LIBRARY  TO  THE  OTHER 
LIBRARIES  OF  THE  STATE 

By  PHINEAS  L.  WINDSOR,  Librarian  and  Director  of  the  Library  School 

University  of  Illinois 

ADDRESS  AT  ANNUAL  MEETING  OF  AMERICAN  LIBRARY  ASSOCIATION 

THE  other  libraries  of  the  state  with  which  the  state  uni¬ 
versity  library  is,  under  present  conditions,  most  likely  to 
have  direct  relations,  include  a  large  number  of  tax-supported 
municipal  libraries,  a  considerable  number  of  college  and  university 
libraries,  libraries  of  professional  schools  including  normal  schools, 
a  few  public  libraries  supported  by  endowments,  the  state  library, 
libraries  of  high  schools  and  academies,  and  occasional  libraries  of  learned 
societies  and  other  educational  agencies.  Within  each  state  the  library  of  the 
state  university  is  generally  found  amongst  the  largest  two  or  three,  and  is 
generally  growing  relatively  fast;  so  that  the  relations  to  be  considered  are 
those  between  a  large  library  and  smaller  ones.  However,  a  more  potent 
factor  in  determining  the  relation  lies  in  the  fact  that  the  state  university 
library  is  supported  by  state  funds  and,  in  common  with  the  other  parts 
of  the  university,  belongs  in  a  peculiarly  close  sense  to  the  people  at  large. 
Through  the  students,  it  comes  into  personal  relations  with  citizens  of  every 
corner  of  the  state,  and  as  a  consequence  the  people  and  their  local  institu¬ 
tions  generally  feel  that  they  have  a  valid  claim  on  its  services  and  resources. 
Many  men  of  the  faculty  of  the  state  university  identify  themselves  with  the 
various  educational,  commercial,  philanthropic  and  other  interests  of  the  state, 
prosecute  special  investigations  into  the  resources  of  the  various  parts  of  the 
state,  and  in  every  way  possible  try  to  extend  the  benefits  of  their  departments 
of  the  university  to  the  whole  state;  all  this,  too,  makes  it  the  natural  thing 
for  the  library  also  to  plan  and  carry  on  a  work  that  reaches  beyond  the 
resident  student  body  and  faculty. 

But  tho  this  library  has  a  generally  superior  collection  of  books,  and 
has  a  body  of  specialists  at  hand  whose  knowledge  is  always  at  its  service,  there 
are  certain  obvious  limitations  that  should  be  remembered.  For  example, 
the  university  library  contains  relatively  few  of  the  current  popular  books, 
and  relatively  few  books  not  more  or  less  directly  connected  with  the  subjects 
in  the  curriculum.  Its  first  work^is,  of  course,  with  and  for  the  faculty  and 

292 


Relation  of  the  State  University  Library  to  the  Libraries  of  the  State.  293 

resident  students.  And  even  in  state  universities,  there  is  still  much  academic 
conservatism  which  looks  doubtfully  upon  innovations,  and  makes  progress 
in  the  less  common  forms  of  library  work  slower  than  in  public  library  work. 

First  among  the  services,  the  state  university  library  should  render  to  the 
other  libraries  may  be  mentioned  a  willingness  to  make  inter-library  loans 
freely,  which,  in  spite  of  our  present  high  transportation  charges  on  books, 
can  be  developed  much  farther  than  heretofore.  We  already  freely  loan  to 
the  librarians  of  other  college  and  university  libraries  for  use  of  professors 
and  serious  students.  If  a  local  public  library’s  constituents  generally  know 
that  almost  any  book  or  small  group  of  books  they  are  likely  to  need  can 
be  had  in  three  or  four  days  from  the  state  university  library  if  not  in  the 
local  library,  it  is  likely  that  the  privilege  will  be  used  oftener  than  at  present. 
And  if  among  these  constituents  there  are,  as  is  likely,  any  considerable  number 
of  alumni  or  former  students,  or  extension  students,  of  the  university,  the 
tendency  to  ask  the  local  library  to  borrow,  in  any  time  of  real  need,  will  be 
all  the  stronger. 

To  further  supplement  the  resources  of  the  local  library  on  any  particular 
subject,  a  box  of  books,  or  lantern  slides  or  pictures  can  be  loaned  by  the  state 
university  library  for  a  limited  period.  There  is  no  conclusive  reason  why  the 
state  university  library  should  not  send  out  such  traveling  libraries,  and  in 
some  states  this  library  is  an  agency  ready  at  hand  which  could  do  much  of 
the  work  better  than  the  state  library  or  a  library  commission.  With  the 
state  university  so  frequently  attempting  so  many  forms  of  extension  work 
and  non-formal  instruction,  the  traveling  library  for  the  use  of  study,  club  and 
high  school  constituents  of  the  small  public  library  ought  not  to  be  thought 
beyond  the  scope  of  its  work. 

A  third  service  the  state  university  library  can  render  to  the  other 
libraries  is  to  avail  itself  of  its  natural  position  as  a  training  ground  for 
librarians  and  library  assistants  of  the  state  library  schools;  and  summer 
library  schools  fall  so  easily  within  the  generally  accepted  scope  of  a  state 
university’s  activity  that  where  there  is  any  real  need  for  either  of  these 
agencies,  the  library  should  aim  to  supply  it.  Cordial  active  support  of 
library  institutes  is  akin  to  this  work  of  instruction  and  shotild  be  expected 
of  the  state  university  library.  Nor  should  this  training  of  library  workers 
cease  with  these  more  formal  agencies;  the  library  should  hold  itself  ready 
and  willing  to  attempt  an  answer  to  any  specific  questions  relating  to  library 
management  that  arise  in  the  libraries  of  the  state. 

The  state  university  library  should  be  an  experiment  station  for  the 
libraries  of  the  state,  within  certain  obvious  limitations.  For  example,  is 
there  a  section  of  the  state  overrun  with  tuberculous  people,  and  do  the  libraries 
of  that  section  have  to  face  the  question  of  disinfection  of  books?  The 
university  library  should  seize  the  opportunity  to  prosecute  such  inquiries  or 


294 


The  American  College. 


experiments  as  will  lead  to  the  adoption  of  the  simplest,  most  economical 
and  most  effective  methods  of  disinfection  of  books.  Or,  for  another  example, 
if  insects  are  injuring  books  in  a  library  of  the  state,  let  the  university  library 
see  that  the  question  of  how  to  get  rid  of  the  insects  is  taken  up  and  that 
the  resources  of  the  whole  university  are  behind  the  investigation  into  the 
best  means. 

The  state  university  library  is  generally  well  prepared  to  answer  “ref¬ 
erence”  questions  put  to  it  by  smaller  libraries,  and  to  serve  also  as  a  bureau 
of  bibliographic  information  for  them.  Not  only  its  superior  collection  of 
books,  but  the  special  bibliographic  training  and  knowledge  of  its  staff  and 
the  generally  ample  resources  of  the  faculty  make  the  performance  of  this 
service  entirely  feasible,  and  if  such  questions  are  asked  that  prove  to  be 
beyond  the  resources  of  the  library  and  university,  they  can  be  referred  to 
the  most  convenient  large  or  special  library  which  has  presumably  better 
facilities  with  which  to  answer  them.  Here  again,  if  all  the  constituents  of 
a  local  library  know  that  they  may  ask  their  library  almost  any  sort  of  a 
question  about  books,  their  editions,  prices,  etc.,  and  that  if  the  local  resources 
are  not  sufficient  to  answer  it,  the  question  will  be  referred  by  their  library 
to  the  state  university  library,  the  privilege  will  be  appreciated.  One  benefit 
accruing  to  the  public  might  be  a  healthy  decrease  in  the  business  of  a  certain 
sort  of  traveling  subscription  book  agent. 

In  the  disposition  of  state  university  publications,  exchanges  and  library 
duplicates,  the  state  university  library  may  well  give  first  thought  to  the  needs 
of  the  libraries  of  its  own  state,  and  seize  every  opportunity  to  add  in  these 
ways  to  their  resources.  Let  the  librarian  see  to  it  that  the  current  university 
publications  go  regularly  to  every  library  in  the  state,  that  is  likely  to  wish 
them.  Twice  in  my  own  experience  the  unsold  remainder  of  student  annuals 
a  year  or  two  old  has  been  given  to  the  university  library  and  the  copies 
sent  to  the  libraries  in  the  state — in  one  case  forty  and  in  the  other  case  (this 
year)  over  one  hundred — and  in  every  case  the  university  has  paid  the  express 
charges. 

To  a  modest  degree,  some  of  the  state  university  libraries  may  serve 
also  as  regional  libraries  or  as  central  reservoirs  of  books,  or  as  first  steps 
toward  these.  Here,  however,  so  much  depend?  upon  the  resources  and  needs 
of  the  particular  state  and  university,  its  ambitions,  the  probable  direction 
of  its  development  and  its  nearness  to  or  distance  from  other  large  and  amply- 
endowed  libraries  or  institutions  that  mere  mention  of  the  possibility  of  such 
a  future  service  is  all  that  can  be  safely  attempted.  If  in  the  development 
of  real  universities  there  comes  a  generally  accepted  division  of  the  field  of 
graduate  study  and  investigation,  so  that  for  example,  one  will  have  unques¬ 
tioned  superiority  in  finance,  transportation  and  commerce,  and  a  neighboring 
one  superiority  in  the  classics  and  philology,  it  may  easily  become  practicable 


Relation  of  the  State  University  Library  to  the  Libraries  of  the  State.  295 

for  the  library  to  follow  such  university  specialization  and  make  of  itself  a 
central  reservoir  of  books  on  one  of  these  subjects,  receiving  from  the  other 
libraries  of  the  state  their  dead  books  on  these  subjects,  and  trying  to  make 
its  collection  on  them  complete  to  the  last  degree. 

In  addition  to  these  specific  forms  of  service  to  the  libraries  of  the  state, 
it  is  assumed  that  the  state  university  library  performs  certain  less  tangible 
duties  to  them,  actively  supporting  all  movements  for  the  betterment  of 
library  conditions  in  the  state,  especially  those  represented  by  its  state  organi¬ 
zations  of  librarians  and  library  workers,  and  by  its  state  library  and  its 
state  library  commission.  Very  rarely  indeed  do  any  circumstances  in  any  state 
justify  any  other  than  a  spirit  of  mutual  helpfulness  and  co-operation  between 
all  these  forces  for  popular  education. 

In  conclusion,  if  I  have  considered  only  one  side  of  the  relations  which 
should  or  do  exist,  it  is  partly  because  the  state  university  library  does 
owe  everything  to  the  state  which  supports  it,  partly  because  that  library  is 
much  more  frequently  able  to  offer  help  than  are  the  great  majority  of  other 
libraries  within  the  state,  and  partly  because  it  is  perfectly  safe  to  leave  them 
to  discover  any  service  they  may  render  the  state  university  library.  In 
what  I  have  said  there  has  been  no  lurking  nor  unexpressed  desire  for  or  expec¬ 
tation  of,  any  equivalent  return  of  so-called  “favors;”  the  justification  of  our 
support  by  state  funds  lies  in  the  service  we  can  render,  and  the  more  com¬ 
plete  this  justification  the  better  satisfied  we  shall  be. 


STUDENT  ASSISTANTS  IN 
COLLEGE  LIBRARIES 

By  LAURA  R.  GIBBS,  Brown  University  Library 
ADDRESS  AT  ANNUAL  MEETING  OF  AMERICAN  LIBRARY  ASSOCIATION 

GRADUATING  from  a  library  school  with  the  strong  bias  in 
favor  of  trained  workers,  which  all  library  schools  must  give, 
I  had  the  fortune  for  several  years  to  work  in  college  and 
university  libraries  which  employed  few  or  no  student  assistants. 
Then,  for  four  or  five  years,  as  the  senior  assistant  in  one  of  our 
smaller  women’s  colleges,  I  used  all  my  influence  to  prevent  the  custom 
of  employing  them  from  gaining  a  foothold  there.  Two  years  ago,  however, 
when  I  became  cataloguer  at  Brown  university,  there  were  a  round  dozen 
of  them  ahead  of  me,  and  so  useful  have  I  found  them  that  frequently  one  or 
two  extras  are  temporarily  employed  at  my  own  request,  and  another  year  will 
see  two  more  permanently  added  to  our  staff. 

The  problem  of  managing  such  assistants  to  the  best  advantage  of  the 
library  has  proved  a  most  interesting  one,  and,  as  in  many  other  things, 
that  which  was  accepted  merely  as  a  necessary  evil,  has  proved  to  be  far  less 
of  an  evil  than  it  appeared  on  the  surface.  Interest  in  how  others  met  the 
problem  led  me  to  borrow  from  Mr.  Koch  the  statistics  of  college  libraries 
collected  for  his  report  to  the  Ashville  meeting  of  the  A.  L.  A.  in  1907.  And 
rather  to  my  surprise,  I  found  that  the  tendency  of  those  libraries  which 
make  use  of  them  was  to  consider  the  custom  not  only  economical,  but  also 
fairly  satisfactory.  The  smaller  libraries,  as  a  rule,  report  the  best  results 
from  their  work.  The  irregularity  and  uncertainty  of  the  student  would  prob¬ 
ably  prove  more  serious  in  the  complex  machinery  of  a  big  institution  than 
where  a  smaller  force  could  more  conveniently  shift  the  work,  a  shifting  which 
is  unavoidable  with  the  short  hours  and  frequent  vacations  of  students. 

Of  course,  if  a  library  has  the  money  at  its  disposal,  it  is  unquestionably 
better  to  employ  two  or  three  regular  assistants  at  fair  salaries  than  to  scatter 
the  work  among  a  dozen  or  more  untrained  workers  who  can  give  very  few 
hours  each  day,  and  whose  main  interest  lies  elsewhere.  But,  frequently,  it 
is  a  question  between  the  student  and  nothing  ;  then  by  all  means  take  the 
student,  and  take  him  or  her  in  as  large  numbers  as  you  can  plan  and  revise 

296 


Student  Assistants  in  College  Libraries. 


297 


work  for.  I  am  much  inclined  to  think  that  one  of  the  secrets  of  success 
with  student  assistants  lies  in  employing  them  in  large  enough  numbers. 
Certainly,  with  a  good  many,  it  is  easier  to  keep  somewhere  an  even  output 
of  work  in  spite  of  irregularity  in  hours,  and  even  at  the  examination  periods, 
as  there  are  more  apt  to  be  people  making  up  time. 

Many  colleges  seem  to  regard  the  library  appointments  somewhat  in  the 
light  of  scholarships,  help  which  must  be  given  a  student  because  he  or  she 
needs  it,  regardless  of  whether  he  is  especially  fitted  for  the  work  in  question. 
I  still  congratulate  myself  that  I  have  not  yet  had  to  deal  with  the  sentimental 
“office,”  and  our  assistants  are  chosen  because  they  are  promising  material, 
and  are  dropped  when  their  work  ceases  to  be  satisfactory.  A  basis  which 
is  not  only  just,  but  is  also  the  only  kind  treatment  of  the  student.  To  accept 
poor  work  from  a  man  or  woman  who  is  hard  up,  or  is  trying  to  do  too  much, 
fosters  a  willingness  to  do  inferior  work,  and  that  surely  is  little  help  to  one 
who  is  presumably  being  trained  to  work  to  the  very  best  of  his  abilities. 

Another  question,  too,  is  that  of  the  indolent  or  overcrowded  student 
who  regards  a  library  appointment  carrying  a  certain  reduction  of  tuition 
in  return  for  a  given  number  of  hours  of  work  as  a  form  of  or  substitute  for 
a  scholarship.  Hence,  he  considers  himself  as  merely  less  favored  than  some 
luckier  classmate,  who  has  the  aid  without  the  compensating  labor,  and  feels 
no  impulse  to  do  his  best  work.  Fortunately  these  cases  are  rare  ones  and 
can  be  dealt  with  peremptorily. 

Presumably  the  brightest  students  get  the  free  scholarships,  so  the  library 
has  as  it  were  only  second  choice;  but  the  brightest  students  are  not  always 
the  best  workers,  and  a  student  who  seriously  wants  to  help  himself  through 
college  is  not  a  lazy  person,  and  is  seldom  unaccustomed  to  hard  work.-  More 
often  we  meet  the  case  of  the  man — or  still  more  often  the  girl — who  is  trying 
to  carry  too  much.  Here  it  is  hard  for  the  library  to  know  just  what  attitude 
to  take.  Between  the  Scylla  of  paternalism  and  the  Charybdis  of  indifference 
to  the  outside  interest  of  your  assistants  is  a  narrow  course  to  steer.  How 
much  allowance  should  you  make  for  mid-term  examinations  which  demand 
extra  study  hours,  the  library  time  to  be  “made  up  next  week”  ?  What  shall 
you  say  to  a  sleepy  man  who  does  his  work  stupidly  because  he  has  been 
kept  up  more  nights  than  one  as  a  part  of  his  fraternity  initiation?  Then 
there  is  the  endless  string  of  interruptions,  the  library  is  a  good  place  for  a 
friend  to  see  the  girl  she  has  missed  at  the  classroom  door,  she  speaks  only 
for  a  moment,  but  multiply  her  by  three  and  in  one  hour  there  is  serious 
interference  with  the  work  of  the  room.  Once  I  even  had  trouble  with  the 
too  capable  and  attractive  girl — one  who  could  carry  on  her  own  work  and 
a  conversation  with  the  man  at  the  next  desk  quite  satisfactorily,  but  I  never 
found  the  men  equally  gifted.  This  particular  girl  had  a  fancy  for  making 
up  lost  time  during  the  evening,  and  I  once  commented  to  a  friend  that  the 


298 


The  American  College. 


men  showed  remarkable  interest  in  doing  likewise,  on  those  particular  evenings. 
“More  interest  than  principle?”  was  his  pertinent  surmise. 

The  library  has  then  the  second  choice  of  students  and  its  work  comes 
second  at  least  in  their  interest.  Still  I  maintain  it  should  get  good  results 
from  them.  How  ? 

To  accomplish  this  I  find  it  best  to  require  pretty  regular  hours  of  work. 
I  ask  each  student  to  give  me,  within  a  week  of  the  opening  of  the  term,  a 
schedule  of  the  hours  he  or  she  intends  to  work  each  day  of  the  week.  Our 
requirement  is  140  hours  for  each  of  the  three  college  terms,  that  means 
twelve  hours  a  week  the  first  term,  and  fifteen  or  sixteen  in  the  winter  and 
spring.  This  division  provides  for  the  students’  work  in  the  library  being 
finished  before  the  term  examinations  begin,  tho,  as  a  matter  of  fact,  there 
are  always  a  few  who  have  back  time  to  make  up,  and  who  by  special  arrange¬ 
ment  are  permitted  to  do  so  during  examination  week,  or  in  urgent  cases 
even  in  the  shorter  vacations.  As  far  as  is  reasonable,  however,  we  require 
that  the  work  shall  be  done  regularly,  and  students  are  not  allowed  to  drop 
too  far  behind.  Now  and  then  one  is  unable  to  finish  a  term’s  work  and  the 
matter  is  adjusted  at  the  college  office,  but  whenever  it  is  possible  to  prevent 
this  we  do  so,  as  it  gives  the  student  a  feeling  that  it  is  largely  a  matter  of 
his  own  convenience,  and  does  not  foster  a  sense  of  responsibility.  Also  it 
deprives  the  library  of  just  so  much  time,  for  unless  the  time  lost  is  con¬ 
siderable,  it  is  hardly  worth  while  to  employ  another  person  to  make  it  up. 

The  time  which  students  give  is  necessarily  much  broken,  the  average 
being  two  or  two  and  a  half  hours  a  day,  and  that  is  usually  divided.  Then 
there  is  the  disadvantage  of  hours  between  classes,  which  are  slightly  less 
than  sixty  minutes,  yet  it  will  generally  seem  best  to  consider  them  full  time 
as  long  as  the  student  comes  directly  from  the  classroom  and  stays  as  long 
as  he  can.  We  have  already  spoken  of  the  interruptions  from  outsiders,  the 
pressure  of  fraternity  rushing  seasons,  of  mid-term  examinations,  and  of 
congestions  of  long  papers  to  be  prepared,  all  of  which  affect  the  work  more 
or  less  seriously.  Still  if  you  will  not  demand  too  much  of  him  the  student 
does  good  work  for  you,  only  remember  it  is  work  which  needs  all  his  good 
will  to  make  it  of  any  value.  You  cannot  afford  time  for  nagging,  neither 
can  you  afford  to  have  it  done  ungraciously.  Therefore,  if  you  cannot  get 
satisfactory  results  under  the  easiest  relationship — try  another  student,  and 
if  you  have  to  try  too  many  the  natural  conclusion  should  be  that  you  are  not 
fitted  yourself  for  just  this  kind  of  work.  Do  not  put  up  with  perfunctory 
work,  and  do  not  ignore  work  that  falls  short  of  your  standard — only  be 
very  sure  your  standard  is  not  only  a  fair  but  even  a  generous  one — more 
generous  than  in  the  case  of  a  regular  employee. 

Of  course  considerable  time  is  spent  at  the  beginning  in  training  assistants, 
and  we  usually  ask  each  applicant  to  give  some  twenty  hours  apprenticeship. 


Student  Assistants  in  College  Libraries.  299 

This  has  the  added  advantage  of  preventing  a  student  taking  up  the  work 
experimentally  and  dropping  it  for  slight  cause. 

A  student’s  term  of  employment  in  the  library  is  four  years  at  most, 
and  the  average  would  hardly  be  two.  On  this  account  it  is  evident  that 
any  considerable  amount  of  training  would  be  quite  out  of  proportion  to  the 
service  rendered,  and  in  planning  the  work  this  fact  should  be  always  before 
the  person  in  charge  of  the  assistants.  A  lack  of  library  training  is  of  course 
a  foregone  conclusion,  and,  alas,  a  lack  of  orderliness  and  accuracy  is  almost 
as  common.  So  valuable  are  the  last  two  traits  that  it  is  well  to  choose  a 
careful  person  rather  than  a  brighter  one  who  will  be  more  likely  to  slight 
details. 

All  student  work  requires  careful  supervision,  and  in  this  supervision 
it  is  well  if  you  can  bring  yourself  to  a  point  where  you  regard  some  things 
which  you  may  have  considered  vital,  as  of  minor  importance  or  unessential. 
One  case  which  comes  to  mind  now  is  of  a  student  who  seemed  impossibly 
stupid  until  it  was  discovered  that  he  could  copy  subject  from  author  cards, 
with  perhaps  two  or  three  typographical  errors  in  a  hundred  cards.  Now  at 
that  particular  time  we  needed  just  this  work  done,  but  the  student  seemed 
incapable  of  learning  that  when  an  author  has  two  forenames  his  initials 
only  should  be  given  on  the  subject  cards.  After  returning  some  forty  or 
fifty  cards  to  be  rewritten,  I  decided  the  point  was  not  worth  while,  and  the 
work  goes  on  entirely  satisfactorily.  The  student  is  a  reasonably  quick  and 
extremely  conscientious  worker. 

After  considerable  experimenting  as  to  the  kind  of  work  in  which  students 
can  be  of  most  use,  we  have  reached  the  following  conclusions : 

It  is  hardly  worth  while  to  use  them  in  order  work,  but  one  student,  with 
now  and  then  a  second  to  help  out,  does  all  our  accessioning,  and  does  it 
satisfactorily.  All  mechanical  preparation  of  the  books — plating,  stamping, 
labelling,  and  cutting  can  profitably  be  left  entirely  in  the  hands  of  one  or 
two  more,  and  we  have  had  two  or  three  men  who  covered  pamphlets  and 
repaired  books  as  well  as  could  be  desired.  Personally  I  feel  very  strongly 
that  it  is  best  not  to  put  them  at  the  desk,  even  in  slack  hours,  as  the  desk 
gives  the  tone  of  the  library  to  the  public  and  should  stand  for  dignity  and 
efficient  service.  The  public — even  a  college  public — seldom  discriminates 
between  desk  attendant  and  reference  librarian,  and  it  expects  to  find  trained 
assistance  at  the  first  point  to  which  it  applies.  If  you  select  your  men  care¬ 
fully,  there  is  no  reason  why  they  should  not  put  away  books,  though  it  is 
well  to  train  them  for  this  by  preliminary  practice  in  reading  the  shelves  in 
various  parts  of  the  classification.  Last  year  one  of  our  probationers  put  in 
order  three  or  four  sections  which  were  in  considerable  confusion.  With  a 
list,  students  can  read  shelves  as  well  as  any  one,  and  where  the  reserves  are 
read  every  two  or  three  days  that  is  capital  work  for  them. 


3°° 


The  American  College. 


In  our  catalog  department  we  make  excellent  use  of  five  or  six.  Catalog 
entries  made  on  temporary  slips  are  typewritten  by  students,  who  make  all 
added  entry  cards  noted  on  the  slips,  half  a  dozen  sample  cards  serving  for 
the  simple  forms  in  use.  One  student  devotes  a  large  part  of  her  time  to 
putting  numbers  and  headings  on  Library  of  Congress  cards.  Another  orders 
cards  for  books  piled  on  her  desk,  and  it  is  at  rarer  and  rarer  intervals  that 
I  feel  I  should  really  like  to  apologize  to  Mr.  Hastings  for  some  peculiar 
entry  that  falls  to  his  people  to  decipher.  The  same  assistant  withdraws  con¬ 
tinuation  cards  from  the  catalog  when  new  volumes  come  in,  and  even  writes 
slips  for  some  of  the  simpler  titles.  One  looks  up  authors’  names  and  dates, 
and  another  alphabets  all  the  cards — we  expect  to  put  two  more  at  this  work 
when  our  Library  of  Congress  depositary  catalog  arrives — putting  them  into 
the  drawers,  where  it  is  a  matter  of  a  few  minutes  for  the  cataloguer  to  run 
over  them  and  draw  out  the  rod,  letting  them  fall  into  place.  Our  shelflist 
cards  are  written  by  still  another  student  from  the  catalog  slips  as  they  are 
on  their  way  to  the  waste  basket,  and  from  the  Library  of  Congress  cards. 
He  quickly  learns  to  abbreviate  titles,  and  selects  the  important  information 
from  the  longest  with  considerable  discrimination.  After  revision,  the  shelf- 
list  cards  are  filed  in  the  same  way  that  the  catalog  cards  have  been.  More 
revision !  If  there  is  opportunity  for  choice,  I  should  suggest  that  girls,  as  a 
rule,  are  more  successful  in  the  work  of  the  catalog  room,  especially  in  writing 
catalog  cards,  than  are  men — the  latter  do  better  with  shelflist  than  with  the 
more  finnicky  catalog  entries.  Men  do  better  plating,  and,  as  a  matter  of 
course,  should  carry  and  put  up  books  and  do  any  other  heavy  work. 

Do  you  perhaps  wonder  what  has  become  of  the  cataloguer  in  all  this 
confusion?  Truth  to  tell  she  wonders  sometimes  if  she  is  a  cataloguer,  so 
curious  a  change  has  come  over  her — in  fact,  it  seems  more  or  less  of  a  joke 
anyhow  for  she  never  intended  to  be  a  cataloguer,  and  hated  it  most  cordially 
when  she  was  one — under  the  old  regime,  polishing  the  tails  of  the  commas. 
If  you  expected  to  find  her  at  her  desk  writing  cards  in  her  best  library  hand — 
once  she  was  proud  of  that  hand — you  would  be  shocked  I  fear.  She  is  some¬ 
times  sorting  great  piles  of  printed  and  typewritten  cards,  often  revising 
students’  work  of  various  kinds,  now  changing  a  group  of  headings  because 
the  Library  of  Congress  uses  another  form  and  her  adopting  it  now  will 
save  work  in  the  future — it  is  much  less  of  a  circumstance  to  change  cards 
than  in  the  days  of  that  library  hand.  Not  the  least  part  of  the  cataloguer’s 
duty  in  this  sort  of  a  library  is  the  care  of  the  machines,  for  she  is  called  upon 
frequently  to  see  why  this  carriage  will  not  move,  why  the  tabulator  sticks 
on  another;  she  must  drop  her  work  to  show  how  a  ribbon  is  put  on,  and 
there  is  endless  watching  of  workers  who  will  use  a  machine  that  needs  the 
type  brushed. 

Anyone  in  charge  of  student  work  would  do  well  to  plan  it  so  that  there 


Student  Assistants  in  College  Libraries. 


301 


is  little  variety  for  any  one  assistant,  as  each  new  kind  of  work  means  previous 
'instruction,  slower  worleand  extra  revision.  This,  of  course,  is  not  so  interest¬ 
ing  for  the  student,  it  is  monotonous  and  means  that  his  or  her  work  leads 
to  little  in  the  future,  it  is  merely  a  way  of  making  a  little  money  now,  not 
a  part  of  education,  and  cannot  give  training  that  will  be  of  value  in  any 
future  library  work,  save  the  drill  which  any  part  of  the  work  well  done, 
necessarily  gives  in  accuracy,  neatness,  and  orderliness.  The  work,  however, 
does  give  the  student  some  knowledge  of  what  work  in  a  library  means,  that 
there  is  much  drudgery,  much  detail  and  plenty  of  dust.  No  girl  who  has 
served  an  apprenticeship  will  ever  choose  the  profession  because  it  is  “ladylike,” 
and  “gives  one  an  opportunity  to  read  all  the  new  books.”  Now  and  then,  a 
student  does  see  beyond  the  drudgery  and  finds  a  real  interest  in  library  work 
of  one  kind  or  another.  Perhaps  he  or  she  keeps  on  in  the  same  place, 
gradually  working  up,  but  remembering  my  own  experience,  I  always  urge 
at  least  a  year  in  a  good  library  school. 

One  more  point,  if  you  still  have  patience,  and  that  is  the  effect  the 
system  has  on  the  profession  as  a  whole.  I  should  like  to  make  a  statistical 
1  study  of  this  side,  but  I  am  inclined  to  believe  that  the  student  assistant  who 
goes  into  the  work  afterward  is  quite  as  apt  to  turn  out  a  success  and  a  credit 
to  the  profession,  as  the  man  who  chooses  it  from  the  outside  as  it  were. 
Certainly  some  of  our  good  library  workers  have  begun  as  student  assistants, 
and  it  would  be  reasonable  to  suppose  that  in  some  cases  at  least  it  was 
because  of  this  experience  they  chose  the  profession,  perhaps  not  actually 
chose  it  in  all  cases,  but  only  drifted  into  it,  lacking  a  stronger  attraction 
in  some  other  direction. 


THE  LAMONT  LIBRARY* 

By  PROFESSOR  ALBERT  KNIGHT  POTTER 


AS  a  decennial  gift  from  the  classes  of  1899  and  1900  the  greater  part  of 
the  library  of  the  late  Hammond  Lamont  has  been  presented  to  Brown 
University,  where,  from  1895  to  1900,  he  was  Professor  of  Rhetoric, 
resigning  in  the  latter  year  to  become  managing  editor  of  the  Evening  Post. 
There  could  be  no  more  appropriate  memorial  of  an  association  that  he  never 
ceased  to  cherish. 

A  graduate  of  Harvard  in  1886,  after  a  few  years  of  practical  experience 
in  journalism,  he  brought  to  Brown  the  confident  enthusiasm  that  marked  the 
early  days  of  the  renaissance  of  English  teaching.  Under  his  leadership 
the  work  of  the  department  at  once  took  on  new  energy.  The  sudden 
change  from  occasional  easy-going  composition-writing  to  daily  and  fort¬ 
nightly  themes  sternly  criticized  was  disconcerting  for  languid  students. 
Freshmen  went  down  in  droves.  Failure  in  English  was  the  chief  bond  of 
union  in  many  a  group  of  undergraduates.  At  first  there  were  unpleasant 
reactions,  and  he  knew  unhappy  days,  for  he  was  as  sensitive  as  he  was 
rigorous.  But  while  college  boys  are  often  hasty  in  judgment,  and  exceed¬ 
ingly  cruel,  they  may  be  trusted,  in  the  long  run,  to  discover  and  approve 
with  characteristic  vehemence  such  qualities  as  distinguished  Hammond  La¬ 
mont — enthusiasm  for  his  work,  sound  scholarship,  clear  thinking,  and  clear 
statement,  industry  that  spared  himself  no  more  than  it  spared  others,  absolute 
courage  and  fairness,  inflexible  determination  to  do  the  best  he  could  for  every 
student  in  his  classes.  Long  before  he  left  Brown  he  was  one  of  the  college 
idols,  to  be  greeted  on  his  later  visits  with  such  uproarious  fervor  as  must 
have  pleased  him  greatly,  and  provoked  strange  thoughts.  Few  professors 
in  so  short  a  period  of  service  can  have  made  an  impression  so  deep  and 
lasting. 

The  portion  of  his  library  which  is  now  in  possession  of  the  University 
comprises  upwards  of  2,700  volumes.  Reference  books,  books  about  books, 
the  every-day  tools  of  the  busy  scholar,  are  not  included.  It  is  a  library  of 
literature,  chiefly  of  the  eighteenth  and  early  nineteenth  centuries.  All  the 
great  names  are  represented  by  good  editions,  and  these,  of  course,  duplicate 
books  already  on  our  shelves.  But  a  surprisingly  large  proportion  of  the 
collection  consists  of  books  of  considerable  rarity,  many  of  them  indispensable 


*From  the  Brown  Alumni  Monthly. 


302 


The  Lam  out  Library. 


303 


to  the  advanced  student  of  particular  periods  or  subjects,  and  very  difficult 
to  find.  Mr.  Lamont’s  hobbies  were  Defoe,  the  unending  quarrel  over  the 
morality  of  the  stage,  and  early  romantic  fiction.  The  Defoe  section  includes 
96  volumes,  40  of  them  first  editions.  Robinson  Crusoe  is  not  one  of  them. 
To  such  bibliographical  luxuries  he  did  not  aspire.  About  a  hundred  volumes 
deal  with  the  morality  of  the  stage.  The  first  five  editions  of  the  famous 
“Short  View”  by  Jeremy  Collier  are  here,  together  with  most  of  the  other 
works  of  the  same  author.  There  are  fine  copies  of  the  first  editions  of 
John  Oldmixon’s  “Reflections  on  the  Stage,”  and  William  Prynne’s  “Histrio- 
Mastix,  the  Players’  Scourge  or  Actors’  Tragedie.”  The  title-pages  are 
often  illuminating.  This,  for  instance,  was  the  contribution  of  John  Lockman, 
published  in  1734: 

AN  ORATION,  in  which  an  ENQUIRY  is  made,  Whether  the  STAGE 
Is,  or  can  be  made  a  SCHOOL  For  forming  the  Mind  to  VIRTUE;  And 
proving  the  Superiority  of  Theatric  Instruction  over  those  of  HISTORY  and 
MORAL  PHILOSOPHY,  With  Reflections  on  OPERAS. 

And  the  following  is  an  anonymous  work  printed  about  1770: 

THE  STAGE,  THE  High  Road  to  Hell.  Being  an  ESSAY  ON  THE 
PERNICIOUS  NATURE  OF  Theatrical  Entertainments :  Showing  them  to 
be  at  once  inconsistent  with  Religion,  and  subversive  of  Morality.  WITH 
Strictures  on  the  vicious  and  dissolute  Characters  of  the  most  eminent  Per¬ 
formers  of  both  Sexes.  The  Whole  enforced  and  supported  by  the  best 
Authorities  both  Ancient  and  Modern. 

Of  minor  fiction  of  the  late  eighteenth  and  early  nineteenth  centuries 
there  are  nearly  175  volumes.  The  library  is  rich  also  in  early  sermons  and 
other  theological  writings,  in  the  drama  and  the  works  of  minor  poets,  as 
well  as  in  original  editions  of  Addison,  Steele,  Ann  Radcliffe,  Coleridge, 
Byron,  Walter  Scott,  Carlyle  and  Tennyson.  For  the  whole  collection  there 
is  a  carefully  prepared  card  catalog  containing  valuable  critical  and  biblio¬ 
graphical  notes,  with  the  date  of  acquisition,  and,  in  most  cases,  the  cost  of 
each  volume. 

How  many  thrills  of  triumph  are  suggested  by  that  last  item.  Mr.  La¬ 
mont’s  interests  were  primarily  those  of  the  man  of  letters.  There  is  scarcely 
a  volume  here  that  did  not  have  for  him  a  definite  literary  value.  But  he 
had  also  the  curious  instinct  of  the  collector,  chastened,  partly  by  his  exact¬ 
ing  taste,  partly  by  restricted  means  and  the  requirements  of  a  family.  That 
a  man  in  his  position  should,  in  a  little  more  than  ten  years,  have  gathered 
together  so  large  a  library  of  exceptional  commercial  value  may  cause  some 
astonishment.  The  prices  at  which  these  books  were  acquired  show  what 
patience  and  persistence  can  achieve  or  could  achieve  a  few  years  ago.  “Play¬ 
ing  the  auctions”  was  for  him  and  for  some  of  his  colleagues  the  sole  outlet 


304 


The  American  College. 


of  the  sporting  instinct  which  is  not  wholly  atrophied  even  in  college  profes¬ 
sors.  It  was  a  game  in  which  the  possible  winnings  were  large  and  the 
losses  small.  Yet  there  was  the  emotional  equivalent  of  the  gambler’s  loss 
in  those  nerve-trying  weeks  which  brought  unexpectedly  big  bundles  and  bills 
of  corresponding  size.  We  counted  it  glorious  good  fortune,  but  our  families 
did  not  always  share  our  delight,  and  to  avoid  difficult  explanations  we 
carried  our  treasures  home,  a  volume  or  two  at  a  time,  and  saw  to  it  that 
they  were  not  unduly  conspicuous  on  our  shelves.  Of  all  the  speculators  of 
those  days,  Mr.  Lamont  was  the  most  persistent  and  the  most  judicious.  The 
number  of  his  absurdly  small  bids  was  a  standing  joke,  but  many  times  they 
were  effective.  In  later  years  of  residence  in  New  York  he  bought,  no  doubt, 
with  freer  hand,  but  the  bulk  of  the  collection  was  gathered  as  bargains. 

Brown  University  is  fortunate  in  the  possession  of  a  number  of  special 
collections  of  unique  distinction.  The  John  Carter  Brown  Library  of  Ameri¬ 
cana,  the  Harris  Collection  of  American  Poetry,  the  Wheaton  Collection  of 
International  Law,  the  Ryder  Collection  of  books  and  pamphlets  relating  to 
Rhode  Island  history,  and  the  Metcalf  Collection  of  pamphlets  relating  to 
American  history,  have  few  rivals  in  their  particular  fields.  The  Lamont 
Library  is  a  worthy  companion.  Either  in  a  special  room  of  the  new  John 
Hay  Library  building  or  on  the  shelves  of  the  English  Seminary  it  will  be 
readily  accessible  to  all  students.  A  tablet  and  a  portrait  will  perpetuate  its 
association  with  the  memory  of  the  original  owner  and  with  the  donors,  the 
only  two  classes  that  knew  him  as  instructor  through  the  full  four  years  of 
the  college  course.  Sentiment  as  well  as  practical  value  make  it  a  noble  addi¬ 
tion  to  the  equipment  of  the  University. 


TESTS  OF  COLLEGE  EFFICIENCY 


REPORT  OF  A  SPECIAL  COMMITTEE  OF 
OBERLIN  COLLEGE  FACULTY 

FOURTH  INSTALMENT 

C.  Instruction  in  the  college,  continued. 

3.  The  conduct  of  teaching,  a.  The  curriculum.  (1)  General  ar¬ 
rangement  of  courses,  (a)  Are  courses  generally  planned  with  a  view  to 
the  student’s  pursuing  each  subject  throughout  the  year,  or  through  the 
semester  only?  If  the  former,  is  credit  ever  given  for  less  than  the  full  year’s 
work?  (b)  Is  the  number  of  weekly  recitations  uniform  throughout  the 
curriculum,  as,  e.g.,  three  or  five,  or  does  it  vary?  If  the  latter,  does  any 
one  number  seem  generally  better  than  the  others?  (2)  The  system  of 
required  studies,  (a)  Is  it  planned  to  accomplish  a  definite  end  or  ends? 
What  are  they?  (b)  What  courses  or  subjects  are  required?  Are  they 
intrinsically  fitted  to  secure  the  ends  desired?  (c)  Do  they  cover  a  sufficient 
range  of  subjects?  (d)  Are  they  so  taught  as  to  make  the  system  effective 
and  satisfactory?  (3)  The  body  of  elective  courses,  (a)  Are  they  kept 
within  proper  college  range?  (b)  Are  they  sufficiently  correlated?  (c)  Do 
they  keep  needs  of  students  primarily  in  view — avoiding  excess  of  minutiae 
and  unduly  recondite  matter  of  all  sorts?  (d)  Are  there  enough  outline 
courses?  (e)  Is  there  enough  vocational  training?  (f)  Are  courses  in  phys¬ 
ical  and  manual  training  included,  expressly  designed,  among  other  objects, 
to  aid  in  symmetrical  intellectual  development?  (4)  Graduate  courses. 

(a)  Are  any  courses  open  only  to  graduates?  What  are  they?  (b)  What 
courses  are  intended  primarily  for  graduates  and  advanced  undergraduates? 
(c)  To  what  extent  do  research  and  the  writing  of  these  characterize  the 
work  of  graduate  courses?  (5)  Summer  courses,  (a)  How  many  courses 
of  college  grade  are  offered?  (b)  How  many  courses  are  offered,  without 
credit,  primarily  for  teachers,  dealing  with  material  below  or  outside  the 
range  of  college  work?  (c)  Are  courses  primarily  for  teachers  given  with 
credit?  (d)  Is  any  graduate  work  offered  in  the  summer?  b.  The  classes. 
(1)  The  size  of  classes.  Are  they  small  enough  to  allow  the  most  effective 
work?  (a)  What  is  the  average  size  of  classes  throughout  the  institution? 

(b)  What  is  the  maximum  number  enrolled  in  one  class  or  section?  The 
minimum?  (c)  In  each  department:  (1)  What  is  the  enrolment  of  each 
class?  (2)  What  is  the  average  for  the  department?  (3)  How  does  the 
average  compare  with  that  of  other  departments  and  of  the  institution? 

305 


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The  American  College. 


(4)  If  the  average  is  high  is  reduction  by  readjustment  within  the  depart¬ 
ment  feasible?  (2)  The  direction  of  the  work  of  classes,  (a)  Is  good  order 
uniformly  maintained  in  all  classes?  (b)  Is  strict  attention  to  the  work  in 
hand  insisted  upbn?  (c)  Are  effective  means  employed  to  secure  regularity 
and  system  in  the  work  of  students?  (d)  Are  the  exercises,  tests,  etc.,  gen¬ 
erally  read  and  graded  by  the  teacher  who  gives  the  instruction?  (e)  Is  any 
effort  made  to  secure  uniformity  in  grading  by  different  teachers?  (f)  Are 
all  written  exercises  returned  to  the  students  and  used  as  a  means  of  further 
teaching  of  the  points  involved?  (g)  Is  ample  opportunity  afforded  for 
private  conference  between  the  teacher,  or  an  assistant,  and  the  students, 
on  the  work  of  the  course?  (3)  Informal  instruction,  (a)  To  what  extent 
are  lecturers  brought  from  other  places  to  speak  upon  subjects  connected 
with  the  work  of  the  various  departments  of  the  college?  (b)  Are  lecturers 
also  brought  to  speak  upon  other  than  academic  topics,  especially  such  as 
relate  to  the  problems  and  progress  of  the  outside  world? 

D.  Student  Work  and  Life.  Are  all  the  conditions  wholesome  and 
conducive  to  earnest  work? 

1.  The  number  of  students.  The  size  of  the  college  has  much  to  do 
with  the  character  of  the  influence  it  exerts,  a.  The  membership  of  each 
college  class.  (1)  Its  original  membership.  (2)  Accessions  from  other  in¬ 
stitutions.  (3)  Total  loss  since  matriculation.  Constant  and  heavy  annual 
loss  is  of  course  indicative  of  imperfect  conditions.  (4)  Causes  of  loss. 

2.  The  work  of  students,  a.  Their  scholastic  ideals — intellectual  con¬ 
science.  (1)  Attitude  toward  scholarship?  (2)  Time  spent  in  study — aver¬ 
age  number  of  hours  per  week?  (3)  Regularity  of  class  attendance?  (4) 
Ambition  for  distinction  in  scholarship?  (a)  Prevalence?  (b)  Effect  upon 
choice  of  courses?  (c)  Effect  upon  honesty  of  work?  (5)  Does  their 
scholarship  in  required  courses  compare  favorably,  on  the  whole,  with  that  in 
courses  of  their  own  choosing,  b.  Studies — range  and  consistency  of 
elections.  (1)  Are  courses  generally  chosen  in  accordance  with  some  def¬ 
inite,  serious  purpose?  (2)  Do  they,  as  a  result,  form  coherent,  well-bal¬ 
anced  groups?  (3)  Ground  covered — is  it  too  broad  or  too  narrow?  (4) 
To  what  extent  does  the  reputation  of  courses  or  teachers  for  difficulty 
seem  to  affect  the  students’  choices?  (5)  To  what  extent  are  extra-scholas¬ 
tic  subjects — music,  drawing,  painting,  etc. — included  in  the  work  of  stu¬ 
dents?  (6)  How  largely  does  any  “vocational”  work  appeal  to  students? 

3.  Other  student  activities — amount,  effect  upon  scholarship,  contribu¬ 
tion  to  the  development  of  the  students,  (a)  Intellectual.  (1)  Literary 
societies.  (2)  Contests  in  oratory  and  debate.  (3)  Newspaper  correspond¬ 
ence.  (4)  Editorial  work  on  college  papers,  annuals,  etc.  (5)  Theatricals. 
(6)  Religious  and  philanthropic  work — the  Christian  associations,  social 
settlement  work,  teaching,  preaching,  etc.  (b)  Musical.  (1)  College  glee 


Tests  of  College  Efficiency. 


307 


club.  (2)  Band, ‘mandolin  club,  orchestra,  etc.  (3)  Choir  and  chorus  work, 
etc.  (c)  Physical.  (1)  For  self-support.  (2)  In  athletics,  (a)  Intercol¬ 
legiate.  (b)  Interclass,  (c)  On  “scrub”  teams,  etc.  (3)  Recreation,  in¬ 
doors  and  out.  (a)  Use  of  gymnasium,  (b)  Walking,  riding,  skating,  golf, 
tennis,  etc.  (d)  Social.  Parties,  dances,  receptions,  visiting  and  other 
forms  of  social  intercourse,  (e)  Amusements.  Theater  and  opera,  billiards, 
pool,  etc.  How  much  indulgence  is  there  in  undesirable  forms  of  amuse¬ 
ment? 

4.  The  environment,  a.  The  college  town.  (1)  Its  population.  (2) 
Location  of  the  college  in  it.  (3)  Relations  between  town  and  college, 
b.  The  housing  and  boarding  of  students.  (1)  Adequacy  of  available 
accommodations.  How  large  a  proportion  of  the  students  live  in:  (a)  Col¬ 
lege  halls?  (b)  Private  dormitories?  (c)  Fraternity  homes?  (d)  Private 
boarding-houses?  (e)  Homes  of  private  families?  (2)  What  is  the  sanitary 
state  of  the  boarding-houses,  especially  as  regards  drainage,  cleanliness,  ven¬ 
tilation,  heating  and  lighting?  (3)  Quality  of  food,  service,  etc.?  (4)  Social 
influence  of  the  surroundings  and  life?  c.  Health  of  students.  (1)  How 
much  time  is  lost  from  classes  through  illness?  (2)  Causes  of  illness.  What 
proportion  of  illness  and  loss  of  time  is  due  to:  (a)  Overstudy?  (b)  Lack 
of  exercise?  (c)  Dissipation?  (d)  Exposure  through  careless  dressing? 
(e)  Patronage  of  restaurants,  candy  shops,  etc.?  (f)  Poor  ventilation  and 
inadequate  heating  of  rooms?  (g)  Bad  lighting?  (h)  Defective  water  sup¬ 
ply?  (i)  Injuries  received  in  athletic  contests?  d.  Social  conditions.  (1) 
Social  classes  represented  in  the  student  body?  (2)  Are  there  any  general 
defects  or  peculiarities  due  to  lack  of  early  advantages?  (3)  Social  temper 
of  student  body?  (a)  Reception  of  newcomers?  (b)  Attitude  toward  self- 
supporting  students?  (c)  What  organizations  exist  for  social  purposes? 
Include:  (1)  College  classes  as  social  bodies.  (2)  Social  work  of  the  Chris¬ 
tian  associations.  (3)  Fraternities  or  other  clubs.  (4)  Other  groups  of 
more  or  less  social  nature,  (d)  Relations  between  men  and  women — friend¬ 
ly  or  hostile?  (e)  Relations  between  fraternity  and  non-fraternity  students? 
e.  Moral  and  religious  atmosphere.  (1)  Attitude  toward  law,  collegiate 
and  civic,  as  shown,  e.g.,  by  the  amount  or  the  absence  of  hazing,  “swiping,” 
rowdyism,  etc.?  (2)  Honesty  in  classroom  work?  (3)  Prevalence  of  a 
spirit  of  fair  play  in  games?  (4)  Prevalence  of  betting  and  other  forms  of 
gambling?  (5)  Conscientiousness  in  carrying  out  contracts  and  other  en¬ 
gagements?  (6)  Membership  in  associations  of  a  moral,  philanthropic  or 
religious  nature?  (a)  The  Christian  associations?  (b)  Other  organizations? 
(7)  Church  membership  and  attendance?  f.  Literary,  musical  and  artistic 
advantages.  What  does  the  college  or  the  town  offer  to  students  by  way 
of:  (1)  Lectures,  addresses  and  sermons  by  distinguished  men?  (2)  Plays 
by  good  companies?  (3)  Literary  societies?  (4)  Concerts  and  opera?  (5) 
Art  museums,  exhibitions,  etc.? 


3°8 


The  American  College. 


5.  The  cost  of  student  life.  What  is  the  actual  necessary  expense  each 
year?  (a)  For  instruction?  (b)  Lodging?  (c)  Board?  (d)  Books,  sta¬ 
tionery,  etc.?  (e)  Laundry?  (f)  Other  expenses? 

III.  The  Cost  of  the  College  and  its  Operation. 

Here  is  involved  the  general  question  of  economy  and  effectiveness  in 
the  financial  management  of  the  college.  At  least  the  following  topics 
should  be  considered: 

A.  The  Organization  of  Financial  Administration. 

B.  The  Capital  of  the  College. 

C.  Augmenting  its  Resources. 

D.  The  Annual  Income. 

E.  The  Annual  Expenditure. 

F.  Analysis  of  Expenditure. 

G.  Elimination  of  Waste. 

A.  The  Organization  of  Administration.  Are  the  duties  and  responsi¬ 
bilities  so  assigned  as  to  secure  the  best  results?  What  share  in  them  have: 
(1)  The  trustees?  (2)  The  executive  committee?  (3)  Officers  of  the  col¬ 
lege?  (4)  The  faculty? 

B.  The  Capital  Invested. 

1.  The  endowment  fund,  (a)  The  total  amount  of  endowment,  (b) 
How  is  it  invested?  (1)  Stocks  and  bonds,  market  value?  (2)  Notes  and 
mortgages,  market  value?  (3)  Loans  otherwise  secured?  (4)  Real  estate, 
productive  (except  college  halls  and  dormitories),  estimated  value?  (5)  Real 
estate,  unproductive?  (6)  Cash  in  banks?  (c)  The  comparative  advantages 
and  disadvantages  of  the  different  forms  of  investment. 

2.  The  indebtedness  of  the  college.  To  what  extent  is  the  endowment 
offset  by  indebtedness?  What  policy  is  pursued  in  dealing  with  indebted¬ 
ness? 

3.  The  equipment.  Is  it  adequate  to  present  needs,  and  capable  of 
ready  expansion  with  the  growth  of  the  college?  (a)  The  buildings  (with 
estimated  value).  (1)  Recitation  halls.  (2)  Library  buildings.  (3)  Lab¬ 
oratories.  (4)  Observatories.  (5)  Museum  buildings.  (6)  Administration 
buildings.  (7)  Chapel.  (8)  Dormitories.  (9)  Gymnasia.  (10)  Social  cen¬ 
ters  (“Union,”  Y.  M.  C.  A.,  Men’s  Building,  etc.).  (11)  Other  buildings, 
(b)  Libraries  (with  estimated  value).  (1)  Number  of  volumes,  exclusive  of 
state  and  national  documents?  (2)  Number  of  volumes  of  state  and  national 
documents?  (3)  Number  of  pamphlets?  (4)  Number  of  periodicals  regu¬ 
larly  taken?  (a)  Literary,  scientific  and  professional,  (b)  General  and 
popular?  (5)  Departmental  libraries — number  and  volumes?  (c)  Labora¬ 
tory  equipment  and  apparatus  (with  estimated  value).  (1)  Chemistry.  (2) 
Physics.  (3)  Astronomy.  (4)  Botany.  (5)  Zoology.  (6)  Geology.  (7)  Psy¬ 
chology.  (8)  Civil  Engineering.  (9)  Other  departments,  (d)  Museums 


Tests  of  College  Efficiency. 


309 


(with  estimated  value).  (1)  Scientific.  (2)  Art  and  archaeology.  (3)  Other 
collections,  (e)  Gymnastic  apparatus,  (f)  Heating,  lighting  and  power 
plants,  including  equipment  (with  estimated  value),  (g)  Vivaria,  conserva¬ 
tories,  etc.  (h)  Printing  plants  (with  estimated  value),  (i)  Grounds  (with 
estimated  value).  (1)  Campus.  (2)  Athletic  fields.  (3)  Arboretum,  botan¬ 
ical  gardens,  etc.  (4)  Other  grounds. 

C.  Methods  of  Augmenting  Resources.  Are  they  so  directed  as  to  be 
permanently  and  increasingly  effective?  Are  judicious  efforts  made  to  guide 
resulting  benefactions  toward  the  objects  that  will  benefit  the  college  most? 
Methods  in  use  include:  1.  Direct  appeal  to  friends  of  the  college,  philan¬ 
thropists,  legislatures,  religious  organizations,  etc.  (a)  By  the  president, 
the  president’s  assistant,  or  other  officers,  (b)  By  the  financial  agent,  secre¬ 
tary  or  manager,  (c)  By  trustees,  as  a  body  and  individually,  (d)  By 
members  of  the  faculty,  (e)  By  ‘‘advisory  committees,”  consisting  of  alumni, 
trustees  and  other  friends.  2.  Organization  and  development  of  a  “living 
endowment  union.”  3.  Creation  of  a  tradition  in  favor  of  alumni  benefac¬ 
tions  by  classes,  as  at  certain  anniversaries  of  graduation.  4.  Policy  of 
fullest  publicity  concerning  finances  of  the  college.  5.  Prevention  of  waste 
in  expenditure.  6.  Scrupulous  observance  of  the  conditions  of  all  gifts  ac¬ 
cepted,  and  maintenance  of  the  identity  of  all  funds  once  established.  7. 
Maintenance  of  cordial  relations  with  all  past  donors;  especially,  reporting 
to  them  the  use  and  results  of  their  benefactions.  8.  General  policy  of  pub¬ 
licity  regarding  all  the  affairs  of  the  college. 

D.  Annual  Income  of  the  College.  What  amount  is  realized  from  each 
of  the  various  sources? 

1.  From  endowment?  What  is  the  actual  income  from  each  class  of 
investments,  and  the  rate  per  cent,  realized  upon  its  market  value?  Is  it 
a  fair  return  upon  the  investment?  (a)  Stocks  and  bonds?  (b)  Notes  and 
mortgages?  (c)  Other  loans?  (d)  Real  estate  (except  dormitories),  less 
taxes?  (e)  Cash  in  banks?  Note. — Scientific  study  of  fluctuations  in  these 
incomes,  and  their  causes,  will,  of  course,  be  of  great  value  in  helping  to 
anticipate  and  eliminate  them.  2.  From  appropriations  by  legislatures? 
3.  From  student  fees?  (a)  Regular  tuitions?  (b)  Laboratory,  gymnasium, 
and  other  special  fees?  (c)  Diplomas?  (d)  Fines  for  late  registration,  ab¬ 
sences,  re-examinations,  etc.?  4.  From  dormitories,  dining  halls,  etc.  (net 
income)?  Is  this  part  of  the  income  carefully  analyzed  to  prevent  loss  at 
some  points  and  overcharge  at  others?  5.  From  rentals  of  college  build¬ 
ings,  lecture  rooms,  etc.?  6.  From  annual  dues  of  the  “living  endowment 
union?”  From  other  sources?  ,, 

E.  Annual  Expenditure.  What  amounts  are  paid  annually  for: 

1.  Salaries?  (a)  Of  administrators,  including  proper  proportion  for 
all  part-time  service?  (b)  Of  teachers,  including  any  payments  for  part 


3IQ 


The  American  College. 

time?  (c)  Of  assistants,  readers  and  other  aids  of  instructional  force?  (d) 
Of  the  library  force  (except  stenographers)?  (e)  Of  clerical  assistants 
throughout  the  college?  (i)  Of  officers?  (2)  Of  teachers?  (3)  Of  librar¬ 
ians?  2.  Appropriations  to  libraries,  departments,  etc?  (a)  What  is  the 
annual  appropriation  for  the  library?  (b)  What  amounts  are  paid  annually 
to  the  various  departments  for  equipment,  maintenance,  etc.,  of  apparatus? 

(c)  Are  departments  that  have  no  such  regular  expense  provided  with  an 
annual  appropriation  for  incidental  expense?  3.  Supplies.  The  term  is 
here  broadly  used,  to  include:  (a)  Stationery,  printing,  postage,  etc.?  (b) 
College  publications?  (c)  Telephone,  telegraph,  etc.?  4.  Maintenance  of 
plant?  (a)  Heat  and  light?  (b)  Pay  of  janitors,  carpenters,  etc.?  (c)  Al¬ 
terations,  repairs,  furnishings,  etc.?  (d)  Care  of  grounds?  (e)  Miscella¬ 
neous  expense?  5.  Taxes?  6.  Insurance?  7.  Advertising?  8.  Outside 
representation?  Expense  of  official  representatives  to:  (a)  Meetings  of 
alumni  of  the  college?  (b)  Meetings  of  officials  of  colleges,  universities  and 
secondary  schools?  (c)  Meetings  of  associations  of  scholars  and  teachers? 

(d)  Celebrations  of  other  colleges  and  universities?  9.  Entertainment  of 
alumni,  guests,  etc.?  10.  Miscellaneous  expenditures? 

F.  Analysis  of  Expenditure.  Is  a  careful,  comparative  study  of  the 
expense  account  constantly  going  on,  with  a  view  to  securing  everywhere 
a  maximum  of  efficiency  and  economy?  Is  the  cost  of  needed  advances 
studied  in  the  same  way  to  secure  ways  and  means  of  making  them  at  the 
earliest  possible  moment?  Some  of  the  topics  are: 

1.  What  is  the  total  annual  cost  of  operation?  2.  What  is  the  ratio  of 
each  class  of  costs  to  this  total?  Very  low  ratios  probably  indicate  ineffect¬ 
ive  work?  Extremely  high  costs  suggest  the  possibility  of  some  rearrange¬ 
ment  in  the  interest  of  economy;  but  they  may  show  that  in  these  directions 
the  college  regards  fine  results  as  worthy  of  a  high  price.  Consider  the  costs 
of:  (a)  Instruction,  (b)  Administration,  (c)  Maintenance  of  plant,  (d) 
Advertising  (all  forms),  canvass  for  students,  etc.  (e)  Miscellaneous.  3. 
What  changes  have  taken  place  in  these  ratios  in  recent  years?  4.  Justifica¬ 
tion  of  changes — does  the  growth  of  the  college  fully  warrant  them? 

5.  What  are  the  ratios  of  the  various  classes  of  costs  to  each  other? 

6.  What  changes  have  taken  place  in  these  ratios  in  recent  years?  7.  Do 
these  changes  reveal  disproportionate  increase  or  decrease  in  any  particular 
class  of  expenses?  8.  What  is  the  total  annual  cost  to  the  college  of  the 
education  of  each  student?  (Divide  the  entire  annual  expenditure  of  the 
college  by  the  total  number  of  students.)  a.  What  part  of  this  result 
represents:  (1)  The  cost  of  the  student’s  instruction?  (2)  His  share  of 
the  expense  of  administration,  including  the  cost  of  office  help,  supplies,  etc.? 
(3)  His  share  of  the  expense  of  libraries,  laboratories  and  other  material  aids 
to  instruction?  (4)  His  share  of  the  cost  of  maintenance  of  the  physical 


Tests  of  College  Efficiency. 


311 

plant,  and  further  miscellaneous  expenditure?  b.  What  part  of  the  cost  is 
met  by:  (i)  The  student’s  tuition  fee?  (2)  His  proportionate  part  of  the 
income  from  endowment?  (3)  Income  from  other  sources?  c.  Compare 
all  the  items  in  a  and  b  with  similar  figures  from  other  colleges.  9.  What 
is  the  cost  per  hour  of  instruction  of  each  student  in  each  department 
throughout  the  college? 

G.  Elimination  of  Waste. 

1.  In  expenditure.  Some  methods  that  have  proved  valuable, 
a.  Adoption  of  carefully  considered  budget,  submitted  in  ample  time  for 
private  study  before  being  put  upon  its  passage.  (1)  By  the  faculty,  coun¬ 
cil  or  senate.  (2)  By  the  executive  committee  of  the  board  of  trustees. 
(3)  By  the  board  of  trustees,  b.  Close  supervision  of  expenditure  within 
budget  allowances.  (1)  Bills  payable  only  through  the  treasurer’s  office. 

(2)  Bills  payable  only  upon  submission  of  carefully  itemized  accounts. 

(3)  Careful  record  of  the  state  of  the  account  for  each  allowance,  kept  on 
the  stubs  of  his  book  of  vouchers  by  each  person  in  charge  of  an  allowance, 
c.  Checks  upon  easy  authorization  of  expenditure  outside  of  budget  allow¬ 
ances.  (1)  Attitude  of  executive  committee.  (2)  Requirement  of  ratifica¬ 
tion  of  all  such  expenditure  by  the  board  of  trustees,  d.  Submission  of  a 
monthly  balance  sheet  by  the  treasurer  to  the  executive  commitee  of  the 
board  of  trustees,  and  comparison  with  similar  documents  for  preceding 
years,  e.  Establishment  of  a  central  purchasing  bureau  for  the  entire  col¬ 
lege.  f.  Employment  of  a  competent  manager  of  all  the  business  side  of 
the  college,  and  entrusting  to  him  the  organization  and  direction  of  ex¬ 
penditure  as  a  whole,  g.  Publication  of  a  complete  record  of  the  college 
expenditure,  h.  Impressing  upon  all  officers,  teachers  and  committees  the 
need  of  avoiding  all  unnecessary  expenditure.  2.  In  time  of  officers  and 
teachers,  through  insufficient  clerical  assistance,  inadequate  offices,  lack  of 
time-saving  devices,  etc.  3.  In  service;  as,  for  example:  (a)  In  lighting 
and  heating,  (b)  By  laborers.  4.  In  use  and  care  of  property,  (a)  Are 
all  buildings,  rooms,  apparatus,  etc.,  made  to  yield  the  highest  amount  of 
service  consistent  with  efficiency?  (b)  Is  all  property  so  cared  for  as  to  be 
always  readily  available  and  at  the  highest  point  of  effectiveness?  5.  In 
care  of  property.  6.  In  use  of  supplies.  7.  Through  failure  to  control  and 
direct  the  expansion  of  the  college.  This  is  illustrated,  for  instance,  by: 
(a)  Lack  of  a  general  plan  for  the  location  of  new  buildings,  the  arrange¬ 
ment  of  grounds,  etc.  8.  In  excessive  charges  to  students.  There  is  some¬ 
times  need  of  college  competition  with  private  enterprise,  to  prevent  over¬ 
charge  to  students  for  such  necessities  as:  (a)  Board  and  rooms,  (b) 
Books  and  supplies. 


COLLEGE  BEGINNINGS 


YALE  LAWS  REGARDING  THE  LIBRARY 

[The  origin  and  growth  of  many  features  of  library  prac¬ 
tice  are  shown  by  the  following  extracts  from  the  printed  laws 
of  Yale  College.  The  provisions  of  the  laws  of  1765,  which, 
however,  were  in  Latin,  are  substantially  the  same  as  those  of 
1774.— Ed.] 

N  the  Yale  Laws  of  1774,  Chapter  IX,  appear  the  following  rules  govern¬ 
ing  the  use  of  the  College  Library : 

OF  THE  LIBRARY 

1.  No  Person,  except  the  President,  Fellows,  Tutors,  Masters  and 
Bachelors  residing  at  College,  and  the  two  Senior  Classes,  shall  have  the 
Liberty  to  take  Books  out  of  the  Library.  Provided  nevertheless,  that 
the  President  may  give  Leave  for  the  Sophimores  to  take  out  some  par¬ 
ticular  Books,  upon  the  Rudiments  of  Languages  and  Logic,  rarely  used 
by  the  upper  Classes. 

2.  Every  Master,  Bachelor,  and  Undergraduate,  shall  pay  to  the 
Librarian  six  Pence  per  Month  for  every  Folio  Volume  taken  out  of  the 
Library;  for  a  Quarto  four  Pence;  for  an  Octavo  or  a  lesser  Volume 
two  Pence;  and  for  a  Pamphlet  one  Farthing;  and  double  the  Sum  for 
every  Book  which  is  recited.  And  if  he  shall  not  return  any  Book  within 
a  Month,  he  shall  pay  double  the  Sum  above  mentioned  per  Month,  and 
in  the  same  Proportion  for  Part  of  a  Month,  until  the  Book  be  returned, 
excepting  Folios,  which  may  be  kept  out  two  Months;  nor  may  any 
Student  have  out  more  than  three  Books  at  one  Time. 

3.  No  Person  shall  be  allowed  to  take  any  Book  out  of  the  Library 
without  the  Knowledge  of  the  Librarian;  and  the  Librarian  shall  enter 
down  in  his  Bill  the  Title  and  Bigness  of  the  Book  taken  out,  the  Name 
of  the  Person  that  takes  it,  and  the  Time  when  it  is  taken  and  returned. 

4.  Whosoever  shall  take  a  Book  out  of  the  Library,  shall  make  good 
all  Damages  done  to  it,  and  shall  be  punished  for  every  Word  wrote  by 
him  in  the  Book,  at  the  Discretion  of  the  President  or  one  of  the  Tutors. 

5.  The  Librarian  shall  render  to  the  President  and  Fellows,  an  Ac¬ 
count  of  the  Money  received  by  him,  as  aforesaid,  and  shall  be  paid  by 
them  for  his  Labor.  And  if  there  shall  remain  any  overplus  Money,  it  shall 
be  laid  out  in  buying,  binding  or  covering  Books,  or  for  anything  else, 
to  the  Benefit  of  the  Library. 

6.  The  Senior  Tutor,  for  the  Time  being,  shall  be  Librarian,  and  shall 
attend  upon  the  Business  twice  every  Week,  at  such  Times  as  shall  be 
appointed  by  the  President. 


312 


College  Beginnings. 


313 


Exactly  similar  provisions  appear  in  the  printed  laws  of  1787.  In  1795 
this  chapter  was  altered  to  read  as  follows : 

1.  No  Person,  except  the  President,  Fellows,  Professors,  Tutors,  resi¬ 
dent  Graduates,  and  Senior  and  Junior-Sophisters  shall  have  the  liberty 
of  borrowing  books  out  of  the  Library,  but  by  permission  from  the  Presi¬ 
dent.  Provided,  that  no  Student  shall  have  more  than  three  books,  bor¬ 
rowed  out  of  the  Library,  at  one  time. 

2.  The  Librarian  shall  enter  down  in  a  bill,  the  title  and  size  of  every 
book  borrowed  out  of  the  Library,  the  name  of  the  person,  who  borrowed 
it,  and  the  time  when  it  was  borrowed,  and  returned :  And  no  person 
shall  be  allowed  to  take  any  book  out  of  the  Library,  without  his  knowl¬ 
edge;  nor  shall  he  lend  any  Library-book  to  any  person  who  has  not  the 
liberty  of  borrowing  books  out  of  the  Library,  granted  to  him  by  law. 

3.  No  person  shall  lend  to  any  other  a  book,  which  he  hath  borrowed 
out  of  the  Library;  nor  let  it  go  from  under  his  personal  possession, 
under  the  penalty  of  losing  the  privilege  of  borrowing  for  one  year.  Pro¬ 
vided  that  if,  any  Undergraduate  shall  break  this  law,  he  may  be  de¬ 
barred  the  privilege  as  above,  or  be  fined,  not  exceeding  one  dollar,  at 
the  discretion  of  the  President.  And  no  Student,  Graduate  or  Under¬ 
graduate  shall  carry  a  book  out  of  the  City  of  New-Haven,  under  the 
same  penalties.  And  all  books,  borrowed  out  of  the  Library  by  Under¬ 
graduates,  shall  be  returned,  the  week  before  a  Vacation,  under  the  same 
penalties. 

4.  Every  Master,  Bachelor  and  Undergraduate  shall  pay  to  the  Libra¬ 
rian  nine  cents  for  every  month,  for  every  folio  Volume,  borrowed  out 
of  the  Library;  for  a  quarto,  six  cents;  for  an  octavo,  or  lesser  volume, 
three  cents;  for  a  pamphlet,  one  cent;  and  double  the  sum  for  every 
book,  which  is  recited.  And  if  he  shall  not  return  the  book,  within  a 
month  from  the  time,  when  it  was  borrowed,  he  shall  pay  double  the 
sum,  above  mentioned,  for  every  month,  until  it  shall  be  returned ;  except 
folios,  which  may  be  kept  out  two  months :  And,  if  he  shall  not  return  the 
book  within  six  months,  he  shall  be  liable  to  pay  for  the  same;  and,  if 
it  belong  to  a  set  of  books,  he  shall  take  the  remaining  volumes,  and  pay 
for  the  whole,  or  replace  them  by  a  new  set.  And  whosoever  shall  have 
borrowed  a  book  out  of  the  Library,  shall  make  good  all  damages  done 
to  it,  while  in  his  possession,  at  the  discretion  of  the  President,  or  the 
Librarian. 

5.  The  Librarian  shall  annually  render  to  the  President  and  Fellows, 
an  account  of  the  money  paid  to  him,  which  shall  be  expended  in  repair¬ 
ing  and  buying  books,  or  in  any  other  way  for  the  benefit  of  the  Library, 
at  the  discretion  of  the  President. 

6.  The  Senior  Tutor  for  the  time  being,  shall  be  the  Librarian,  and 
shall  attend  upon  the  business  of  the  office,  at  the  Library,  twice  every 
week,  at  such  times,  as  shall  be  appointed  by  the  President;  and  no 
person  shall  go  into  the  Library,  without  the  Librarian,  except  such  as 
are  in  the  government  of  the  College,  or  by  their  direction.  And,  when¬ 
ever  required,  the  Librarian  shall  render  an  account  of  the  state  of  the 
Library  to  the  Corporation. 


The  American  College. 


31 4 


In  1808,  these  provisions  were  changed  to  read  as  follows: 

I.  No  person,  except  the  President,  Fellows,  Members  of  the.  Faculty, 
resident  Graduates,  and  Senior  and  Junior  Sophisters,  shall  have  the 
liberty  of  drawing  books  out  of  the  Library,  but  by  permission  from  the 
President  and  Professors.  No  book  shall  be  borrowed  from  the  Library, 
except  by  the  President,  without  the  knowledge  and  presence  of  the 
Librarian;  and  no  person  but  the  Librarian,  except  the  President,  shall 
have  a  key  to  the  Library. 

II.  The  Library  shall  be  opened  on  Thursday  of  each  week,  Vaca¬ 
tions  excepted,  between  the  hours  of  two  and  three  in  the  afternoon.  No 
Scholar  shall  be  allowed  to  draw  books  from  the  Library  oftener  than 
once  in  a  fortnight;  and  the  Senior  and  Junior  Classes  shall  have,  in  their 
order,  their  distinct  weeks  for  drawing.  Graduates  may  attend  the 
Library  every  Thursday,  at  the  time  above  specified.  But  the  Librarian 
shall  be  obliged  to  wait  on  any  of  the  gentlemen  in  the  government  and 
instruction  of  the  College,  whenever  they  shall  have  occasion  to  go  into 
the  Library. 

No  person  except  members  of  the  Faculty  may  have  more  than  three 
books  out  at  a  time. 

III.  The  President  will  register  such  books  as  he  shall  take  from  the 
Library,  and  the  Librarian  shall  register  all  other  books  which  shall  be 
borrowed  from  the  Library,  noting  the  title  and  size  of  the  books,  the 
name  of  the  borrower,  the  time  when  borrowed,  and  when  returned. 
No  person  shall  lend  to  another  a  book  which  he  has  borrowed  from 
the  Library,  nor  let  it  go  from  his  possession;  and  no  Student,  Graduate 
or  Undergraduate,  shall  carry  a  book  belonging  to  the  Library  out  of 
the  city  of  New-Haven,  on  penalty,  in  each  of  the  cases  aforesaid,  of 
being  deprived  of  the  privilege  of  borrowing  books  for  a  period  not 
exceeding  six  months,  or  of  paying  a  fine  not  exceeding  one  dollar,  at 
the  discretion  of  the  Faculty. 

IV.  Such  of  the  books,  as  being  of  great  value  are  proper  to  be  con¬ 
sulted  only  occasionally,  and  shall  be  designated  by  the  Corporation,  or 
in  their  recess  by  the  Prudential  Committee,  with  the  aid  of  the  Faculty, 
shall  not  be  taken  out  of  the  Library,  excepting  only  by  the  Faculty. 

V.  Resident  Graduates  and  Undergraduates,  and  such  persons  as  have 
special  licence  to  borrow  books  from  the  Library,  shall  pay  to  the  Librarian 
at  the  rate  of  twelve  cents  every  month,  for  a  Folio  volume,  eight  cents 
for  a  Quarto,  six  cents  for  an  Octavo,  or  lesser  volume;  and  double  the 
sum  for  every  book  that  is  recited !  And  if  the  book  be  not  returned 
within  a  month  from  the  time  when  it  was  borrowed,  double  the  sum  shall 
be  paid,  every  month,  until  it  shall  be  returned.  If  the  book  be  not 
returned  within  six  months,  the  person  who  detains  it  shall  be  liable  to 
pay  double  the  value  of  the  same ;  and  if  it  belongs  to  a  set  of  books,  to 
double  the  value  of  the  set.  And  whosoever  shall  borrow  a  book  from 
the  Library,  shall  make  good  all  damages  done  to  it  while  in  his  posses¬ 
sion,  at  the  discretion  of  the  President  or  the  Librarian. 

VI.  No  candidate  shall  be  admitted  to  a  degree  until  he  shall  have 
produced  a  certificate  from  the  Librarian,  that  he  has  returned  all 
the  books  which  he  has  borrowed  from  the  Library. 


College  Beginnings.  315 

Similar  provisions  appear  in  the  printed  laws  of  1811.  In  1817,  the 
following  sections  were  added : 


VI.  All  books  shall  be  returned  to  the  Library  on  the  Thursday 
before  Commencement. 

VII.  All  books  for  the  Library  shall  be  purchased  under  the  direc¬ 
tion  of  the  Prudential  Committee,  and  shall  be  deposited  in  the  Library  in 
their  proper  alcoves. 

It  shall  be  the  duty  of  the  Librarian  to  arrange  the  books  in  the 
Library ;  to  cause  them  to  be  repaired  when  necessary ;  to  keep  a  catalogue 
of  all  books  presented,  or  purchased  with  monies,  appropriated  by  the 
donors  for  the  use  of  the  Library. 

At  each  Commencement  the  Librarian  shall  return  to  the  Corporation, 
a  list  of  the  books  which  have  been  purchased  during  the  preceding  year ; 
and  shall  report  the  names  of  such  members  of  the  Senior  Class,  as  have 
books  from  the  Library,  that  their  degrees  may  be  withheld. 

The  sums  due  for  books  taken  from  the  Library,  shall  be  annually  in¬ 
serted  in  the  September  Term  bills. 

There  were  no  further  changes  in  the  laws  of  1822,  1825,  1829,  1832, 
1835,  1837  and  1843.  !848  the  rules  governing  the  library  were  amended 

to  read  as  follows : 

1.  — 1.  The  President,  Fellows,  members  of  the  several  Faculties, 
Graduates  resident  at  the  College,  members  of  the  Theological,  Medical 
and  Law  Schools,  and  Seniors  and  Juniors,  shall  have  the  liberty  of 
drawing  books  from  the  Library.  Other  persons  may  have  the  privilege 
of  consulting  the  Library,  and  of  drawing  books  therefrom,  by  obtaining 
the  permission  of  the  Library  Committee.  No  person  shall  borrow  any 
book  from  the  Library  without  the  knowledge  or  presence  of  the 
Librarian,  and  no  person  except  the  President  and  Librarian  shall  have 
a  key  to  the  Library.  Before  being  permitted  to  take  away  any  book, 
all  persons  except  the  President,  Fellows  and  members  of  the  Faculties, 
shall  be  required  to  subscribe  an  engagement  to  conform  to  all  the  Laws 
and  Regulations  of  the  Library,  and  to  make  good  all  damage  or  loss 
thereto  which  they  may  occasion  or  permit. 

2.  The  Library  shall  be  open  for  the  delivery  of  books  during  five 
hours  of  each  secular  day  of  the  week  in  term  time,  except  the  week 
next  previous  to  Commencement,  days  of  public  fast  and  thanksgiving, 
fourth  of  July,  and  such  other  public  days  as  may  be  determined  upon 
by  the  Library  Committee.  The  said  Committee  shall  regulate  the  open¬ 
ing  of  the  Library  during  Vacations,  and  shall  appoint  the  hours  of 
opening  in  term  time.  The  members  of  the  Senior  and  Junior  classes 
shall  have  the  liberty  of  drawing  and  consulting  the  books  of  the  Library 
only  on  Mondays  and  Thursdays.  Those  persons  who  have  special  per¬ 
mission  to  draw  books  from  the  Library,  shall  also  be  allowed  to  consult 
books  in  Library  Rooms,  under  such  regulations  as  the  Committee  shall 
prescribe. 

3.  The  Librarian  shall  register  all  books  which  may  be  borrowed  from 
the  Library,  noting  the  name  of  the  borrower,  the  title  and  size  of  the 


316 


The  American  College. 


book,  the  time  when  borrowed  and  when  returned.  No  person  shall 
without  permission  lend  to  another  a  book  which  he  has  borrowed  from 
the  Library,  nor  let  it  go  from  his  possession ;  and  no  person  shall,  with¬ 
out  permission  of  the  Library  Committee,  carry  a  book  belonging  to 
the  Library,  out  of  the  town  of  New  Haven,  on  penalty  of  being  deprived 
of  the  use  of  the  Library  for  a  time  not  exceeding  six  months,  or  of 
paying  a  fine  not  exceeding  one  dollar,  at  the  discretion  of  said  Com¬ 
mittee. 

No  person,  except  members  of  the  Faculties,  may  keep  more  than 
three  volumes  from  the  Library  at  one  time,  without  permission  from  the 
Library  Committee. 

4.  Certain  books,  which  on  account  of  their  character  or  their  value, 
ought  not  to  be  removed  from  the  Library,  shall  be  so  designated  by  the 
Library  Committee,  and  shall  not  be  taken  out  without  their  special 
permission. 

5.  The  members  of  the  Senior  and  Junior  Classes  shall  pay  for  the 
use  of  books  borrowed  from  the  Library,  twelve  cents  per  month  or  any 
less  time  for  each  folio  or  quarto  volume,  and  six  cents  for  an  octavo 
or  smaller  volume : — and  if  the  book  be  not  returned  within  a  month 
from  the  time  when  it  was  borrowed,  double  the  sum  shall  be  paid  every 
month  until  it  shall  be  returned.  The  sums  due  for  books  thus  borrowed 
shall  be  annually  inserted  in  the  August  term  bills.  Resident  Graduates 
and  professional  Students,  shall  return  within  one  month  all  books  by 
them  borrowed,  and  in  case  they  fail  to  return  them  within  that  time, 
they  shall  forfeit  the  use  of  the  Library  until  such  books  are  returned. 

Whoever  shall  borrow  a  book  from  the  Library  shall  pay  at  the 
discretion  of  the  President  or  Librarian,  for  all  injury  done  to  it  while 
in  his  possession.  In  case  of  the  loss  of  a  volume,  the  borrower  shall 
be  required  to  replace  the  same,  or  pay  the  value  thereof  in  money;  or  if 
the  volume  be  one  of  a  set,  he  shall  replace  the  set  or  pay  the  value  thereof. 

All  books  borrowed  from  the  Library  shall  be  returned  thereto  one 
week  before  Commencement,  and  whoever  shall,  without  special  per¬ 
mission  from  the  Library  Committee,  retain  books  contrary  to  this  law, 
shall  forfeit  his  right  to  the  use  of  the  Library,  during  such  retention. 

6.  It  shall  be  the  duty  of  the  Librarian  to  arrange  the  books  in  the 
Library ;  to  cause  them  to  be  repaired  when  necessary ;  to  keep  a  catalogue 
of  all  books  presented,  or  purchased  with  monies  appropriated  by  the 
donors  for  the  use  of  the  Library. 

At  each  Commencement,  the  Librarian  shall  return  to  the  Corpora¬ 
tion  a  list  of  the  books  which  have  been  purchased  during  the  preceding 
year;  and  shall  report  the  names  of  such  members  of  the  Senior  class  as 
have  books  from  the  Library,  that  their  Degrees  may  be  withheld. 

7. '  All  books  for  the  Library  shall  be  purchased  under  the  direction 
of  the  Library  Committee,  and  shall  be  deposited  in  the  Library. 

8.  The  Library  Committee  shall  have  power  to  make  any  regulations 
for  the  management  of  the  Library,  which  they  may  find  necessary,  and 
which  shall  not  be  inconsistent  with  the  foregoing  Laws. 


College  Beginnings. 


317 

II.  It  shall  be  the  duty  of  the  Faculty  to  exercise  a  supervision  over  all 
the  Society  Libraries*  admitted  into  the  Library  building,  to  acquaint 
themselves  by  inspection  or  otherwise  with  the  character  of  the  books, 
to  ascertain  and  if  necessary  limit  the  expenditure  for  Library  purposes, 
and  in  general,  provide  for  the  safety  and  carefulness  of  the  rooms  and 
Libraries  deposited  therein.  It  shall  be  the  duty  of  the  several  societies, 
to  whom  rooms  may  be  assigned  in  the  Library  building,  through  their 
Librarians  or  other  officers,  to  afford  all  facilities  for  the  inspection  of 
their  rooms  and  libraries  as  the  Corporation  or  Faculty  may  direct,  and 
to  furnish  from  time  to  time  all  such  information  as  the  Faculty  may 
require  concerning  the  condition  and  management  of  the  Libraries.  The 
rooms  so  assigned  to  the  several  societies  may  be  occupied  by  them  until 
needed  for  the  College  Library,  or  so  long,  as  the  President  and  Fellows 
shall  see  fit.  Such  rooms  shall  be  used  for  Library  purposes  and  for  no 
other.  No  meetings  of  the  Societies  shall  be  held  in  them,  nor  shall  they 
be  used  as  reading  rooms  except  under  the  direction  of  the  College  In¬ 
spector  or  Prudential  Committee.  And  if  these  regulations  or  any  of 
them  are  violated,  the  Faculty  may,  if  they  see  fit,  punish  the  person  or 
persons  in  fault,  or  may  require  the  Society  in  whose  room  such  viola¬ 
tions  occur,  to  remove  the  books  to  some  other  place. 

There  were  no  changes  in  relation  to  the  library  in  the  laws  of  1850, 
1852  or  1854.  In  1856,  Section  I,  paragraph  5  was  amended  to  read  as 
follows : 

5.  The  members  of  the  Senior  and  Junior  Classes  and  members  of  the 
Medical,  Law  and  Scientific  schools  shall  pay  for  the  use  of  books  bor¬ 
rowed  from  the  Library  twelve  cents  for  the  term  of  two  weeks  or  less 
time  for  each  folio  or  quarto  -volume,  and  six  cents  for  an  octavo  or 
smaller  volume. 

Previous  to  borrowing  books  from  the  Library,  members  of  these 
schools  shall  each  deposit  with  the  Librarian  the  sum  of  five  dollars,  or 
a  bond  from  one  of  the  Professors  of  the  College  or  other  responsible 
person,  for  the  safe  keeping  and  return  of  the  books  they  may  borrow : 
the  money  or  bond  to  be  surrendered  whenever  the  account  is  satisfactorily 
settled.  But  those  who  are  permitted  to  draw  books  from  the  Library 
may  consult  them  free  of  charge  in  the  Library  apartments. 

All  books  borrowed  from  the  Library,  except  by  members  of  the 
Faculties  and  of  the  Corporation,  shall  be  returned  or  renewed  within 
two  weeks  from  the  time  when  they  are  taken;  and  such  books  shall  be 
also  returned  on  the  Monday  next  before  the  end  of  the  first  and  second 
terms.  Those  who  fail  to  return  or  to  renew,  at  the  required  time,  the 
books  they  have  borrowed,  shall  forfeit  the  use  of  the  Library  until  such 
books  are  returned.  The  Librarian  or  his  assistant  is  authorized  to  limit 
at  his  discretion  in  the  case  of  certain  books,  the  time  during  which  they 
may  be  kept  from  the  Library.  The  sums  due  for  books  thus  borrowed 
shall  be  annually  inserted  in  the  July  term  bills. 

*This  refers  to  the  libraries  of  the  two  open  or  debating  societies,  the  Linonian  and  Brothers,  which  were  re¬ 
moved  at  about  this  time  from  the  rooms  of  the  societies  to  the  college  library.  Similar  transfers  were  made,  many 
years  later,  in  other  colleges. 


3iS 


The  American  College. 


Whoever  shall  borrow  a  book  from  the  Library  shall  pay  at  the  dis¬ 
cretion  of  the  President  or  Librarian,  for  all  injury  done  to  it  while  in 
his  possession.  In  case  of  the  loss  of  a  volume,  the  borrower  shall  be 
required  to  replace  the  same,  or  pay  the  value  thereof  in  money;  or  if 
the  volume  to  be  one  of  a  set,  he  shall  replace  the  set  or  pay  the  value 
thereof. 

All  books  borrowed  from  the  Library  shall  be  returned  thereto  one 
week  before  Commencement,  and  whoever  shall,  without  special  per¬ 
mission  from  the  Library  Committee,  retain  books  contrary  to  this  law, 
shall  forfeit  his  right  to  use  the  Library,  during  such  retention. 

In  1858,  Section  I,  paragraph  5  was  somewhat  amended  in  form  but 
not  in  substance. 

No  further  changes  appear  in  the  laws  of  i860,  1862,  1864,  1866,  1868 
or  1870.  In  1873,  the  following  rules  were  enacted: 

I.  Members  of  the  Corporation,  members  of  the  several  Faculties, 
graduates  of  the  College  residing  in  New  Haven,  and  Students  in  the 
various  departments  of  the  College,  shall  be  entitled  to  borrow  books  from 
the  Library.  The  power  to  extend  the  privileges  of  the  Library  to  other 
persons  shall  rest  with  the  Library  Committee. 

II.  Before  borrowing  books  from  the  Library,  Students  in  the  Law, 
Medical,  and  Scientific  Departments,  shall  deposit  with  the  Librarian  a 
bond,  signed  by  one  of  the  Professors  in  the  College  or  other  responsible 
person,  for  the  safe-keeping  and  return  of  such  books  as  they  may  borrow. 

III.  The  College  Library  shall  be  open  for  the  consultation  and  de¬ 
livery  of  books  during  five  hours  of  each  secular  day  of  the  week  during 
term-time, — days  of  public  fast  and  thanksgiving  and  such  other  public 
days  as  the  Library  Committee  may  determine  upon  excepted.  The 
Library  Committee  shall  regulate  the  opening  of  the  Library  during  the 
vacations. 

IV.  No  person  except  the  President  of  the  College  and  the  Librarians 
shall  have  a  key  to  the  Library. 

V.  The  Librarian  shall  register  all  books  borrowed  from  the  Library. 
No  person  shall  take  a  book  from  the  Library  without  the  knowledge 
and  consent  of  the  Librarian,  under  penalty  of  being  excluded  from  the 
use  of  the  Library,  and,  if  an  undergraduate,  of  such  other  penalty  as 
the  Faculty  may  see  fit  to  inflict. 

VI.  No  person  shall  keep  more  than  four  volumes  from  the  College 
Library  and  four  volumes  from  the  Linonian  and  Brothers’  Library  at 
any  one  time,  and  no  book  shall  be  kept  for  a  longer  period  than  three 
weeks,  with  the  privilege,  however,  of  renewal  for  a  like  period,  if  it  has 
not  been  called  for  in  the  meantime.  From  the  operation  of  this  rule, 
members  of  the  Corporation  and  of  the  Faculties  are  excepted. 

VII.  All  books  shall  be  returned  to  the  Library  at  least,  one  week 
before  Commencement  Day  in  each  year. 

VIII.  The  ordinary  detention  of  a  book  beyond  three  weeks  shall  be 
subject  to  a  fine  of  five  cents  a  day,  and  such  detention  after  a  notice  of 


College  Beginnings. 


319 


the  fact  has  been  sent,  or  after  Wednesday  of  the  week  before  Commence¬ 
ment  Day,  shall  be  subject  to  a  fine  of  ten  cents  a  day. 

IX.  No  person  shall,  without  the  permission  of  the  Librarian,  lend  to 
another,  or  carry  out  of  the  city  of  New  Haven,  a  book  belonging  to 
the  Library, 

X.  All  injury  which  a  book  may  have  received  while  in  the  possession 
of  the  borrower,  he  shall  make  good  to  the  satisfaction  of  the  Librarian, 
and  in  case  of  the  loss  of  a  volume,  he  shall  replace  it  or  pay  the  value 
thereof,  or  if  the  volume  be  one  of  a  set,  he  shall  replace  or  pay  the 
value  of  the  whole  set. 

XI.  Works  which  on  account  of  their  character  or  their  value  ought 
not  to  be  removed  from  the  Library,  such  as  costly  illustrated  works, 
works  of  reference,  and  unbound  periodicals,  shall  not  be  borrowed  with¬ 
out  the  consent  of  the  Library  Committee. 

XII.  For  the  willful  violation  of  the  foregoing  rules,  or  of  the  regula¬ 
tions  established  for  the  good  order  of  the  Library  apartments,  the 
Librarian  shall  have  authority  to  suspend  the  person  so  offending  from 
the  use  of  the  Library  until  the  case  can  be  acted  on  by  the  Library 
Committee. 

In  1892,  the  library  hours  lengthened  to  six  in  each  secular  day  in  term 

time. 


HOURS  OF  OPENING  THE  BROWN  UNIVERSITY  LIBRARY 

By  HARRY  LYMAN  KOOPMAN,  Librarian,  in  the  Brown  Alumni  Monthly 

AFTER  the  university  library  has  been  transferred  to  the  John  Hay 
Library  building,  the  hours  of  opening  in  vacations  will  be  from  9 
a.  m.  to  5  p.  m.  on  week  days,  being  thus  extended  one  hour  at  each 
end  of  the  day.  As  this  is  the  latest  and  perhaps  the  last  change  to  be  made 
in  a  series  extending  over  more  than  a  century,  it  may  be  profitable  to  trace 
the  history  of  this  important  extension  of  privilege  at  Brown. 

In  the  oldest  extant  copy  of  the  Laws  of  the  University,  a  manuscript 
copy  made  by  Nicholas  Brown  in  1784,  we  read : 

“The  oldest  tutor  shall  be  the  librarian,  who  shall  open  the  library  once 
a  week  at  an  hour  appointed.” 

The  printed  laws  for  1793  and  1803  read: 

“The  librarian  shall  open  the  library  every  Friday  and  Saturday,  at  such 
hours  as  the  President  shall  direct.  The  students  shall  come  to  the  library 
four  at  a  time,  when  sent  for  by  the  librarian.” 

In  1823  the  second  clause  was  dropped,  but  the  hours  remained  the 
same.  In  the  Laws  of  1827,  the  library  is  required  to  be  open  “three  days  in 
each  week,  during  term  time,”  and  on  Saturdays  in  vacations.  The  hours 
are  still  “such  as  the  President  may  direct.” 


320 


The  American  College. 


In  the  “Laws  of  the  Library/’  published  with  the  printed  catalog  in 
1843,  appears  the  following  paragraph : 

“The  library,  in  term  time,  shall  be  open  for  using  books,  not  less  than 
one  hour  a  day  on  the  first  secular  five  days  of  the  week,  except  on  the  days 
of  Public  Fast  and  Thanksgiving,  on  the  Fourth  of  July,  and  on  such  other 
days  as,  from  special  reasons,  the  Library  Committee  shall  direct  it  to  be 
closed.  During  vacations  the  library  shall  be  open  not  less  than  once  a  week, 
at  such  times  as  the  Library  Committee  shall  prescribe.” 

From  the  second  term  of  1850-1  onward  we  can  follow  the  changes  of 
hours  from  the  announcements  in  the  annual  catalog.  At  that  date  the 
hours  were  given  as  “10  a.  m.  to  2  p.  m.”  The  next  fall  they  were  changed 
to  “9  a.  m.  to  1  p.  m.”  In  1871  they  were  changed  back  to  “10  a.  m.  to 
2  p.  m.”  In  1873  ^e  clause  was  added,  “during  vacations  on  Saturdays.” 
In  1875  the  hours  became  10  to  3,  Saturday  10  to  12.  In  1879  the  Saturday 
hours  were  made  10  to  2.  In  1882  the  hours  were  10  to'  4,  Saturday  10  to  1. 
In  1889  the  reading  room  was  open  for  reference  7  to  10  p.  m.,  except  on 
Saturday;  in  vacations  the  library  was  still  open  only  on  Saturday.  In  1892 
the  hours  became  9:30  to  4,  and  7  to  10,  the  evening  hours  and  Saturday 

I  to  4  being  only  for  reference;  vacations  on  Saturday  only.  In  1893  the 
hours  were  made  9  to  5,  and  for  reference  7  to  10;  vacations  10  to  4.  In 
1895  the  gap  at  supper  time  was  closed  up,  and  the  hours  became  9  a.  m.  to 
10  p.  m.,  and  Sunday  hours,  1  to  10  p.  m.,  were  added.  The  hours  5  to 
10  p.  m.  and  on  Sunday  for  reference  only.  In  1899  the  term  time  hours 
became  9  a.  m  to  10  p.  m.  every  day,  and  the  restriction  as  to  borrowing 
books  in  certain  hours  was  removed.  In  1901  the  hours  were  extended  to 

II  p.  m. ;  the  hours  9  to  1  on  Sunday  were  dropped,  and  have  not  since 
been  restored.  In  1904  the  Sunday  hours  were  made  2  to  1 1  p.  m. 

As  there  are  in  term  time  but  ten  hours  out  of  the  twenty-four  on  which 
the  library  is  not  open,  it  is  not  likely  that  any  further  extension  of  the  hours 
of  the  library  will  ever  be  made  unless  the  presence  of  a  summer  school  shall 
some  time  make  it  necessary  to  keep  the  building  open  evenings  in  the  summer 
vacation. 


A  NEW  FORM 
OF  COLLEGE 
TREASURER'S 
REPORT 


Bulletin  Number  Four  of  the  Carnegie  Foundation 
upon  “Medical  Education  in  the  United  States  and 
Canada”  has  been  closely  followed  by  the  publication 
of  its  Bulletin  Number  Three,  entitled  “Standard 


Forms  for  Financial  Reports  of  Colleges,  Universities  and  Technical  Schools.” 

This  is  one  of  the  most  important  and  promising  of  the  attempts  to  intro¬ 
duce  uniformity  and  standardization  into  the  administration  of  our  institutions 
of  higher  learning.  The  task  of  devising  and  revising  these  forms  was  such 
a  comparatively  simple  matter  that,  in  any  other  realm  of  large  affairs  except 
the  colleges,  the  work  would  have  been  done  long  ago  under  the  direction  of 
the  institutions  most  interested  instead  of  leaving  it  to  be  conceived  and  carried 
out  by  an  outside  agency. 

It  is  only  within  a  few  years  that  any  considerable  numbers  of  the  private 
colleges  or  universities  have  recognized  any  duty  upon  their  part  to  make  public 
their  financial  accounts.  Of  this  Dr.  Pritchett  says  in  his  introduction : 

“Tax-supported  institutions  are  required  by  law  to  print  an  annual  detailed 
statement  of  their  receipts  and  expenditures.  These  reports  in  some  cases 
simply  give  the  list  of  separate  vouchers.  While  this  may  have  a  value  in  com¬ 
plying  with  the  state  law,  such  reports  serve  only  a  limited  purpose  in  showing 
the  actual  operations  of  the  institutions  concerned.  Nevertheless,  it  is  true 
that  the  tax-supported  institutions  have  had  a  real  source  of  strength  by  reason 
of  this  enforced  publicity. 

“Among  endowed  institutions  only  a  small  minority  publish  annual  finan¬ 
cial  statements.  The  great  mass  of  institutions  of  higher  learning  in  the  United 
States  bearing  the  name  of  college  or  university  make  no  public  accounting  of 
the  disposition  of  the  moneys  which  they  receive. 

“It  seems  clear  that  both  from  the  standpoint  of  its  own  efficiency  no  less 
than  from  the  standpoint  of  its  obligation  to  the  public,  every  public  institution 
like  a  college  should  print  annually  a  report  as  to  the  use  of  the  moneys  which 
it  has  received.  It  is  in  the  hope  of  facilitating  this  public  duty,  and  with  the 
hope  further  of  bringing  about  some  uniformity  in  these  reports,  that  the  pres¬ 
ent  study  was  undertaken.  In  its  prosecution  the  effort  has  continually  been 
made  to  avoid  the  complexities  of  too  great  detail  and  to  reduce  the  information 
which  ought  to  be  given  to  the  simplest  and  most  intelligible  form.” 

321 


322 


The  American  College. 


There  has  been  no  uniformity  even  in  the  reports  made  by  the  largest  insti¬ 
tutions.  Each  has  employed  its  own  public  accountant,  who  has  usually  been 
a  non-collegian  and  without  any  practical  knowledge  of  college  affairs.  Hence 
most  of  these  reports  have  included  only  a  balance  sheet,  statement  of  assets 
and  liabilities,  and  of  income  and  expenditures,  and  the  other  items  which  are 
usual  in  the  case  of  any  ordinary  commercial  corporation,  but  which  are  far 
from  complete  in  regard  to  the  college.  Yet  most  of  these  reports  contained 
some  unique  item  which  did  convey  some  unusual  information  as  to  that  par¬ 
ticular  institution.  It  was  of  value  that  each  report  was  the  work  of  a  skilled  ac¬ 
countant  and  was  correct  in  form  and  fact  so  far  as  it  went.  But  since  no  two 
were  exactly  upon  the  same  plan  they  were  largely  valueless  for  comparison. 

Dr.  Pritchett  gave  to  his  accountants  the  treasurer’s  reports  of  twelve 
institutions  to  serve  as  a  starting  point  for  their  work ;  viz.,  those  of  Harvard, 
Yale,  Princeton,  Columbia,  Amherst,  Johns  Hopkins,  Chicago,  Washington, 
Indiana,  Michigan  and  Illinois.  From  these  reports  the  accountants  selected 
the  best  features  and  then  added  new  ones.  The  original  draft  was  printed  in 
June,  1909,  and  submitted  to  other  accountants,  to  college  treasurers  and  presi¬ 
dents,  and  to  others  whose  advice  was  deemed  valuable;  and  thirteen  months 
after  the  original  draft  was  prepared,  Bulletin  Number  Three  was  rewritten, 
reprinted  and  issued. 

In  several  particulars  this  bulletin  is  quite  as  important,  though  not  so 
spectacular,  as  the  other  bulletins  issued  by  the  Foundation. 

First — The  form  of  report  is  comprehensive,  for  it  amply  covers  all  kinds 
and  sizes  of  institutions.  It  is  not  too  complicated  or  extended  for  the  smallest 
or  poorest.  In  several  respects  it  will  prove  a  great  boon  to  these  smaller 
colleges  if  they  will  honestly  and  earnestly  follow  its  leadings  and  live  within 
its  teachings.  It  will  give  them  one  decided  advantage  over  the  huge  universi¬ 
ties,  for  by  its  use  they  can  obtain  as  minute  and  accurate  knowledge  of  their 
financial  affairs  as  the  richest  university  can  have,  with  its  costly  accounting 
system ;  but  they  will  not  suffer  from  the  comparative  lack  of  personal  intimate 
knowledge  of  the  needs  of  their  students  as  individuals  which  now  so  seriously 
handicaps  their  larger  rivals  with  their  admittedly  better  educational  equip¬ 
ment,  and  which  a  merely  financial  form  of  bookkeeping  cannot  cover.  The 
proposed  form  is  a  distinct  improvement  upon  any  form  of  report  heretofore 
issued  by  any  institution,  and  yet  is  sufficient  to  cover  the  complicated  financial 
affairs  of  the  richest  university  now  in  existence. 

Second — The  form  of  report  gives  substantially  all  that,  under  the  present 
state  of  college  bookkeeping,  can  be  known  in  regard  to  the  financial  affairs  of 
any  college  or  university.  It  goes  into  all  desirable  detail,  but  into  no  detail 
which  is  not  necessary  to  give  a  true  perspective  of  the  financial  problem.  It 
includes  the  following  items,  all  with  proper  subheadings :  Summaries  of 
income,  expense,  assets  and  liabilities ;  income ;  details  of  income  from  tuitions ; 


Editorials. 


3A3 


expenditures ;  department  expenses ;  balance  sheet ;  cash  receipts  and  disburse¬ 
ments  ;  cash  balance ;  notes  receivable ;  accounts  receivable ;  rents  receivable ;  net 
income  from  rents ;  interest  and  dividends  accrued  on  securities,  general  invest¬ 
ments;  interest  and  dividends  accrued  on  securities,  special  investments;  secu¬ 
rities  ;  bonds,  stocks  and  real  estate  mortgages ;  investments  in  real  estate  other 
than  university  or  college  grounds  and  buildings;  educational  plant;  lands, 
buildings  and  equipment ;  additions  to  lands,  buildings  and  equipment ;  reserve 
for  depreciation  on  lands,  buildings  and  equipment;  notes  payable;  accounts 
payable ;  bonds  and  mortgages ;  endowment  funds  for  general  purposes ;  endow¬ 
ment  funds  for  designated  purposes ;  gains  and  losses  on  general  investments ; 
surplus  accounts. 

Third — It  clearly  draws  the  line  as  to  the  various  kinds  of  general  and 
special  trust  funds,  and  this  is  very  necessary.  The  origin,  present  condition, 
net  income  and  application  of  each  trust  fund  is  distinctly  set  forth.  Valuable 
suggestions  as  to  these  details  were  derived  from  existing  reports.  For  exam¬ 
ple,  the  form  of  stating  the  facts  about  the  endowment  and  scholarship  funds, 
schedule  P,  was  largely  taken  from  the  Johns  Hopkins  report.  The  particu¬ 
lars  as  to  the  donors,  history  and  description  of  the  various  buildings  were  sug¬ 
gested  by  the  Yale  report,  which  is  enriched  by  a  brief  historical  statement  as 
to  all  the  past  and  present  buildings.  If  this  form  is  carefully  followed  there 
will  be  given  annually  a  graceful  acknowledgment  of  the  names,  gifts  and 
precise  objects  of  all  benefactors. 

Fourth — The  report  gives  the  basis  for  putting,  at  a  small  expense,  a  new 
and  simple  form  of  bookkeeping  into  every  college,  and  fortunately  this  can  be 
done  by  any  skilled  bookkeeper  without  the  aid  of  a  public  accountant.  The 
books  can  thereafter  be  so  kept  that  the  annual  report  of  the  treasurer  can  be 
mainly  prepared  by  transcribing  the  footings  of  the  various  accounts. 

Fifth — All  institutions  will  have  to  take  comprehensive  annual  inventories 
of  all  their  funds  and  property.  This,  in  itself,  will  often  be  an  eye-opener  and 
usually  an  undisguised  blessing.  It  will  lead  to  many  thorough  house  cleanings 
and  offer  splendid  opportunities  for  usefulness  to  some  of  the  trained  business 
men  upon  the  board  of  trustees. 

Sixth — It  will  be  the  first  great  step  toward  practical  standardization  and 
uniformity  and  will  demonstrate,  as  almost  nothing  else  could  do,  the  value 
thereof. 

Seventh — And  possibly  the  most  important  of  all,  it  will  eventually  lead 
to  a  comprehensive  form  of  accounting  and  auditing  of  the  business,  not  finan¬ 
cial,  affairs  and  educational  accomplishments  of  the  college  and  its  parts,  and 
not  merely  of  its  property,  income  and  expenses.  The  form  is  pretty  nearly 
perfect  so  far  as  it  goes.  The  real  lack  is  not  in  the  report  itself,  but  in  the 
failure  up  to  the  present  time  to  provide  adequate  college  methods  back  of  it 
upon  which  to  base  any  report.  In  a  few  years  the  true  meaning  and  the  bale- 


324 


The  American  College. 


ful  results  of  this  lack  will  be  made  evident  and  a  reform  can  be  worked  out — 
not  primarily  by  the  educators  but  by  the  business  experts  who  will  be  called 
in  to  their  aid. 

In  other  words  we  must  not  forget  the  fact  that  this  report  has  to  do 
chiefly,  almost  exclusively,  with  the  financial  bookkeeping  of  the  college — and 
practically  not  at  all  with  the  educational  or  productive  bookkeeping  which  is 
still  non-existent  and  which,  under  present  internal  methods  of  the  college,  is 
impracticable.  This  report  has  to  do  with  the  financial  rather  than  with  the 
educational  or  business  history  of  the  college  year.  Let  us  hope  that  its  indirect 
or  constructive  value  may  be  even  greater  than  its  direct  value,  and  that  it  may 
be  but  a  step  forward  in  the  development  of  a  new  form  of  bookkeeping  for  the 
college.  In  that  case  the  growth  will  be  along  the  same  lines  as  in  commercial 
and  especially  manufacturing  accounting,  and  the  process  will  be  about  as 
follows : 

(a)  A  comprehensive  and  standardized  set  of  books  will  show  clearly 
what  is  being  done  on  the  financial  side  of  the  institution  and  enable  it  to  perfect 
and  enlarge  this  branch  of  its  work.  It  will  show  what  the  college  is  doing 
financially. 

(b)  This  will  soon  reveal  unerringly  what  it  is  not  doing  educationally , 
and  will  demonstrate  to  the  educators  and  the  business  men  among  the  trustees 
the  evils  which  must  follow  from  a  failure  to  provide  educational  accounting 
and  sets  of  books.  In  other  words,  its  second  function  will  be  to  show  what 
the  college  is  not  doing. 

(c)  By  gradual  evolution  it  will  then  be  possible  for  the  college  to  know 
what  it  can  and  should  do  to  develop  a  new  educational  accounting  and  auditing 
commensurate  with  its  educational  plant,  needs,  opportunities  and  problems. 
This  was  the  course  of  the  historical  and  philosophical  development  of  the  non- 
financial  and  productive  bookkeeping  of  the  American  factory.  Just  as  surely 
will  it  be  the  history  of  the  American  college;  and  as  a  long  and  logical  step 
forward  in  this  history  lies  the  greatest  value  of  Bulletin  Number  Three  of  the 
Carnegie  Foundation. 

It  will  be  interesting  to  know  how  the  colleges  will  receive  this  last  contri¬ 
bution  of  the  Foundation.  Will  they  think  of  it  as  an  impertinence  and  inter¬ 
ference,  or  will  they  appreciate  how  great  has  been  the  service  which  was  ren¬ 
dered  to  them?  Will  they  cavil  at  this  feature  or  that  of  the  proposed  form, 
and  think  it  might  be  different,  or  will  they  rise  to  the  opportunity  and  meet  the 
spirit  of  the  Foundation,  and  honestly  and  earnestly  try  to  help  on  in  the  good 
work? 


COLLEGE  FORUM 


THE  AMERICAN  COLLEGE  aims  to  present  in  this  department  the  best  thoughts  on  the 
problems  of  our  colleges,  a  frank  and  open  discussion  of  them  and  any  elaboration  of  or  difference 
from  views  expressed  editorially  or  in  general  articles.  Contributions  for  this  department  will  be 
gratefully  received. 


THE  SPIRIT  OF  THE  GERMAN 
UNIVERSITY. 

In  speaking  about  the  universities  of 
his  native  land,  Count  Von  Bernstorff, 
German  Ambassador,  said  in  part  at  the 
last  commencement  at  Union  Univer¬ 
sity  at  Schenectady,  N.  Y. : 

The  two  ideas,  essential  to  the  mak¬ 
ing  of  great  universities,  the  right  of 
the  teacher  to  be  free  in  what  he  says 
and  the  liberty  of  the  student  to  learn, 
form  the  basis  of  German  academical 
life.  The  teacher  is  expected  to  be  true  to 
the  truth  he  sees  and  is  thought  false  to 
it  if  he  dare  not  give  expression  to  what 
he  believes.  On  the  other  hand  the  stu¬ 
dent  may  refuse  to  be  satisfied  with  the 
voice  of  authority  upon  any  subject  be¬ 
cause,  being  a  student,  he  is  free  to 
learn,  free  to  question,  free  to  think. 
This  old  intellectual  freedom  of  the  uni¬ 
versities  was  the  starting  point  from 
which  the  German  nation  proceeded  to 
religious  freedom,  liberty  of  speech  and 
liberty  of  the  press.  In  other  countries 
political  freedom  is  older  than  academ¬ 
ical  freedom.  In  Germany,  however, 
intellectual  freedom  was  the  mother  of 
political  freedom.  That  is  why  our  uni¬ 
versities  still  to-day  have  great  influ¬ 
ence  and  why  professors  have  played  a 
great  part  in  German  history. 

The  elements  of  strength  of  the  Ger¬ 
man  university  are  chiefly  the  inner 
freedom  they  enjoy,  and  the  spirit  of 
investigation  among  their  members. 
The  German  university  is  a  state  insti¬ 
tution.  It  is  established  and  supported 
by  the  government  and  under  its  con¬ 


trol,  but  it  retains  some  not  unimpor¬ 
tant  features  of  the  original  corporative 
character.  It  still  possesses  a  certain 
degree  of  autonomy.  It  elects  its  own 
officers,  the  rector,  the  senate  and  the 
deans,  and  also  exercises  a  considerable 
influence  in  the  appointment  of  profes¬ 
sors.  By  its  power  to  confer  the  doc¬ 
tor’s  degree  and  appoint  the  private 
docents  the  university  determines  the 
circle  from  which  the  members  of  the 
faculty  are  usually  drawn.  In  addition 
to  this  it  receives  from  the  government 
the  right  to  nominate  candidates  for  the 
different  chairs. 

The  German  system,  like  all  institu¬ 
tions  in  this  world,  naturally  has  its 
shadowy  sides,  but  I  do  not  wish  to 
dwell  on  them,  as  I  to-day  intended  to 
draw  attention  to  the  elements  of 
strength  in  the  German  university. 

In  the  near  future  an  “American  In¬ 
stitute”  will  be  founded  in  connection 
with  the  Berlin  university.  The  idea 
of  founding  this  institute  was  conceived 
by  Friedrich  Althoff,  recently  deceased, 
who  for  many  years  occupied  a  leading 
position  in  the  Royal  Prussian  Depart¬ 
ment  for  Public  Instruction.  The  es¬ 
tablishment  of  a  union  of  all  scientific 
efforts  was  the  aim  of  his  life.  He 
worked  for  an  effective  intellectual 
intercourse  among  nations,  because  he 
considered  it  the  best  means  for  bring¬ 
ing  them  pearer  together  in  the  domain 
of  common  human  interests.  The  ex¬ 
change  of  German  and  American  uni¬ 
versity  professors  was  the  first  reali¬ 
zation  of  this  idea.  When  Harvard 


325 


326 


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University  conferred  the  honorary  de¬ 
gree  of  a  doctor  upon  F.  Althoff,  Pres¬ 
ident  Eliot  referred  to  him  as  “the 
father  of  the  idea  of  exchanging  pro¬ 
fessors. ”  Enmity  has  followed  Althoff. 
But  his  efforts  for  an  intellectual  inter¬ 
course  between  America  and  Germany 
raise  him  far  above  party  strife.  His 
influence  has  not  departed  with  him,  but 
is  still  keenly  felt.  The  American  Insti¬ 
tute  was  probably  his  last  desire,  and 
his  last  scheme.  Its  object  is  to  furnish 
a  center  for  the  furthering  of  the  intel¬ 
lectual  relations  between  the  United 
States  and  Germany,  by  an  interchange 
of  the  intellectual  works  of  both  nations 
by  distributing  correct  information  re¬ 
garding  their  colleges  and  universities, 
but  above  all  by  an  exchange  of  teach¬ 
ers  and  students. 

When  the  “American  Institute”  has 
once  begun  its  work  it  is  to  be  hoped 
that  more  wealthy  friends  of  the  idea  it 
represents  will  come  forward  in  both 
countries  and  endow  the  institute  with 
funds.  If  this  should  be  the  case  the 
institute  will  in  future  be  able  to  offer 
scholarships  to  American  students  who 
are  desirous  of  studying  in  Germany. 
It  is  obvious  that  this  would  be  a  splen¬ 
did  development  of  the  idea  of  exchang¬ 
ing  professors,  which  has  proved  so 
successful  in  both  countries. 

PRESIDENT  HADLEY’S 
BACCALAUREATE. 

“Add  to  your  faith  virtue,  and  to  virtue 

knowledge.” — 2  Pet.  1 15. 

Thank  God,  gentlemen,  that  you  are 
born  into  an  age  of  faith  and  into  a 
land  of  faith — into  an  atmosphere 
charged  as  never  before  with  positive 
working  beliefs  which  make  life  worth 
living. 

We  sometimes  hear  a  contrary  opin¬ 
ion  expressed.  Many  good  people  will 
tell  you  that  this  is  an  age  when  faith 
has  decayed;  an  age  when  the  human 
race  has  lost  its  belief  in  the  things 
which  are  most  necessary  to  its  life  here 
and  hereafter.  This  is  a  wrong  view. 
We  have  lost  faith  in  some  things,  but 
we  have  gained  faith  in  others;  and 
the  faiths  that  we  have  gained  are 


greater  in  number  and  importance  and 
inspiration  than  the  faiths  that  we  have 
lost.  We  have  lost  faith  in  signs  and 
portents  and  supernatural  manifesta¬ 
tions  of  power ;  in  certain  dogmas  and 
formulas  once  supposed  to  be  essential 
to  salvation.  We  have  gained  in  their 
place  faith  in  man,  faith  in  law,  faith  in 
the  truths  of  nature,  and  faith  in  the 
God  of  justice. 

It  is  natural  enough  that  those  who 
have  been  brought  up  to  rely  on  the  ex¬ 
ternals  or  accidents  of  the  older  faith, 
rather  than  on  its  spirit  and  its  sub¬ 
stance,  should  feel  that  we  have  lost 
more  than  we  have  gained.  If  a  man 
believed  in  God  more  on  account  of  the 
miracles  that  He  is  said  to  have 
wrought  at  certain  times  than  on  ac¬ 
count  of  the  mighty  works  that  He 
shows  us  every  day,  a  weakening  of  the 
belief  in  miracles  meant  a  loss  of  faith 
in  the  underlying  moral  purpose  of  the 
universe.  If  he  did  right  solely  because 
a  verbally  inspired  Bible  told  him  to, 
any  doubt  about  the  verbal  inspiration 
of  the  Bible  seemed  to  take  away  the 
whole  reason  for  doing  right.  But  this 
is  a  narrow  and  superficial  view  of  life. 
Belief  in  the  miraculous  has  had  its 
place,  and  belief  in  verbal  inspiration 
has  had  its  place.  But  these  things  rep¬ 
resent  at  best  only  the  scaffolding 
which  has  helped  to  build  up  the  edifice 
of  human  faith.  Once  the  building 
might  have  fallen  if  the  scaffolding  was 
taken  down ;  now  its  removal  means  only 
that  the  edifice  is  in  condition  to  stand 
for  and  by  itself.  We  must  not,  indeed, 
disregard  the  feelings  and  prejudices 
of  those  who  were  brought  up  in  the 
older  faith  by  unnecessary  denial  of 
their  premises  or  disregard  of  their  ob¬ 
servances;  but  we  may  thank  God  that 
our  faith  rests  on  surer  foundations 
than  the  completeness  of  the  evidence 
for  this  or  that  miracle,  or  than  the 
verbal  authenticity  of  this  or  that 
Scriptural  passage. 

We  have  faith  in  man.  We  believe  in 
our  friends.  We  believe  in  the  essential 
good  will  of  those  with  whom  we  have 
to  do.  Nay,  more;  we  believe  in  the 
human  race  as  a  whole.  We  believe 


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327 


that  its  instincts  and  motives  are 
fundamentally  right ;  and  that  if  we 
can  remove  the  ignorance  and  misery 
by  which  so  large  a  part  of  its  mem¬ 
bers  have  been  burdened  we  can  give 
them  not  only  new  comforts  and  new 
knowledge  but  new  spiritual  life.  The 
man  of  to-day  finds  in  the  improvement 
of  the  conditions  of  his  brother  men  not 
only  a  duty  but  an  inspiration. 

We  have  faith  in  society.  We  believe 
not  only  in  what  the  individual  human 
units  will  do,  but  in  what  the  organ¬ 
ized  life  of  the  community  will  do.  We 
believe  in  our  country.  We  believe  in 
the  laws  that  it  can  make  at  home  and  in 
the  things  that  it  will  stand  for  abroad. 
We  have  enough  faith  to  make  our 
patriotism  no  mere  burden,  but  a  cher¬ 
ished  possession  of  our  souls. 

We  have  faith  in  the  truths  of  nature. 
This  is  an  even  more  distinctive  fea¬ 
ture  of  our  twentieth  century  life  than 
either  of  the  others  which  I  have 
named.  We  believe  that  the  world 
about  us  is  governed  by  laws,  and  we 
care  for  the  discovery  of  those  laws ; 
not  only  for  the  sake  of  the  practical 
results  which  they  place  in  our  hands, 
but  for  the  inspiration  obtained  by  the 
fuller  and  better  understanding  of  the 
mysteries  of  the  universe.  We  have 
learned  as  never  before  to 

Look  through  Nature  up  to  Nature’s 
God. 

And  we  have  faith  in  the  God  of  jus¬ 
tice.  We  may  not  always  call  this  God 
by  the  same  name  that  our  fathers  did. 
We  may  not  surround  Him  by  the  same 
attributes  with  which  our  fathers  in¬ 
vested  Him.  We  may  shrink  from 
appealing  to  Him  under  the  old  forms, 
or  sometimes  even  from  calling  upon 
Him  with  the  old  freedom.  But  we 
have  in  our  hearts,  and  I  believe  more 
firmly  than  ever  before,  the  conviction 
that  at  the  heart  of  the  universe  there  is 
a  Supreme  Being  on  the  side  of  right; 
and  this  belief,  however  much  we  may 
shrink  from  formulating  it  in  words,  is 
strong  enough  to 


“Uphold  us,  cherish,  and  have  power 

to  make 

Our  noisy  years  seem  moments  in  the 

being 

Of  the  Eternal  Silence.” 

It  is  profound  enough  to  make  us 
care  very  little  on  which  side  the  ma¬ 
jority  votes,  or  on  which  side  our  inter¬ 
ests  lie,  if  we  see  clearly  what  is  right 
and  honorable  and  in  the  truest  sense 
Christian. 

But  do  we  see  straight?  Do  we  face 
things  as  they  are  ?  Do  we  have  virtue 
and  knowledge  in  proportion  to  our 
faith?  Do  we  keep  clear  of  vain  imag¬ 
ination?  I  wish  I  were  sure  of  the 
answers  to  these  questions.  I  wish  I 
could  think  that  the  world  to-day  is  as 
sound  of  head  as  it  is  right  of  heart. 
The  thing  for  which  there  is  crying 
need  among  our  good  men  is  intelli¬ 
gence.  The  thing  in  which  they  most 
conspicuously  fall  short  of  the  standard 
set  by  Christ  or  preached  by  Paul  is 
intelligence.  For  one  man  who  works 
evil  by  want  of  heart  there  are  ten  who 
work  evil  by  want  of  thought. 

I  do  not  mean  that  the  present  age 
has  any  monopoly  in  this  respect.  I 
do  not  mean  that  we  are  less  intelligent 
in  our  conduct  than  our  fathers  were. 
I  incline  to  believe  that  there  has  been 
a  decided  improvement  in  the  readiness 
of  people  to  think  about  their  conduct 
and  its  consequences.  But  I  do  doubt 
whether  the  improvement  has  kept  pace 
with  the  need.  We  have  larger  ideals 
to-day  than  ever  before.  We  give  our¬ 
selves  and  we  give  other  people  more 
freedom  in  the  choice  of  ways  for 
reaching  them.  The  glorious  liberty  of 
the  Gospel  is  realized  to-day  in  a  sense 
in  which  it  was  never  previously  real¬ 
ized.  But  the  extent  of  our  liberty 
means  an  increased  chance  of  making 
mistakes ;  and  the  loftiness  of  our  ideals 
means  that  we  sometimes  may  carry 
those  mistakes  to  monumental  lengths 
before  people  recognize  what  has 
happened.  The  very  things  which 
make  life  most  worth  living  to-day  ac¬ 
centuate  the  evil  consequences  of  living 
it  wrong. 

There  are  several  classes  of  mistakes 


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328 

to  which  the  present  age  is  specially 
subject  and  which  are  specially  danger¬ 
ous  because  they  come  so  nearly  in  line 
with  the  most  glorious  ideals  of  twen¬ 
tieth  century  religion.  Our  faith  in 
man  may  lead  us  into  an  easy-going 
tolerance  which  is  neither  intelligent  nor 
Christian.  Our  faith  in  society  may 
lead  us  to  countenance  the  mistakes,  if 
not  the  excesses,  of  socialism.  Our 
faith  in  science  may  be  carried  to  the 
point  of  scientific  bigotry.  Our  faith 
that  God  is  fighting  on  the  side  of  right 
may  blind  us  to  the  responsibilities  that 
we  ourselves  have  in  that  fight. 

Let  me  take  these  points  up  in  order. 

Among  the  leaders  of  the  civil  war 
General  Grant  was  distinguished  by  a 
large-minded  faith  in  men.  It  was  a 
great  source  of  strength  to  him ;  a  vir¬ 
tue  that  perhaps  counted  for  more  than 
all  others  in  making  his  career  a  suc¬ 
cess.  He  spent  upon  the  work  that  was 
before  him  the  energies  that  other  peo¬ 
ple  wasted  in  distrusting  or  backbiting 
their  associates;  and  the  result  justified 
his  faith  and  his  wisdom.  But  when 
he  came  into  the  presidency  he  carried 
this  belief  in  his  friends  to  unreasonable 
lengths.  If  he  liked  a  man  he  at  once 
had  faith  in  him;  and  that  faith  under 
the  new  conditions  often  proved  to  be 
badly  misplaced.  As  a  result  the  years 
of  Grant’s  second  administration  were 
among  the  most  corrupt  in  the  history 
of  our  country;  and  people  for  a  time 
lost  their  admiration  of  Grant’s  great¬ 
ness  in  their  indignation  at  his  mistakes. 
If  you  are  going  to  trust  men  you  must 
take  the  trouble  to  judge  them.  The 
extreme  of  indiscriminate  trust  without 
judgment  is  about  as  bad  as  the  extreme 
of  indiscriminate  criticism  without 
faith.  No  man  can  do  a  really  large 
work  who  does  not  believe  in  his 
friends ;  but  by  that  same  token,  the 
man  who  chooses  his  friends  wrongly 
or  who  confides  in  them  without  dis¬ 
crimination  is  foredoomed  to  do  his 
work  wrong. 

The  danger  of  undiscriminating 
friendship  is  so  obvious  that  I  shall  not 
dwell  upon  it  longer.  Less  obvious,  but 
perhaps  on  that  account  all  the  more 


dangerous,  is  the  evil  of  undiscriminat¬ 
ing  reliance  upon  law. 

In  the  three  decades  which  have 
elapsed  since  my  graduation  there  has 
been  a  remarkable  change  of  public  sen¬ 
timent  on  these  matters.  Thirty  or 
forty  years  ago  intelligent  Americans 
were  believers  in  liberty.  They  thought 
that  government  interference  was  an 
evil,  and  that  the  legislation  which  re¬ 
formers  invoked  to  stop  special  abuses 
would  generally  create  more  evils  than 
it  would  prevent.  To-day  all  this  has 
changed.  “The  new  democracy,”  said  a 
clear-sighted  critic  about  the  beginning 
of  this  period  that  I  have  named,  “is 
passionately  benevolent  and  passion¬ 
ately  fond  of  power.”  The  combination 
is  a  dangerous  one — how  dangerous  is 
perhaps  best  indicated  by  the  events 
of  the  first  French  revolution,  whose 
promoters  loved  liberty,  equality  and 
fraternity  so  much  that  they  indulged 
in  a  carnival  of  riot  and  murder  almost 
unparalleled  in  recent  history.  This  is, 
of  course,  an  extreme  instance ;  but  it  is 
the  kind  of  mistake  which  any  one  is 
likely  to  make  who  has  more  faith  in 
government  and  law  than  intelligence 
as  to  the  way  in  which  government  and 
law  must  be  administered.  The  desire 
to  make  men  happy  is  a  praiseworthy 
thing;  the  impulse  to  use  government 
authority  for  this  purpose  is  a  natural 
one ;  but  if  there  is  any  point  where 
vague  sentimentalism  is  dangerous  and 
where  faith  needs  to  be  combined  with 
virtue  and  knowledge  in  order  to  have 
any  spirit  at  all,  it  is  in  rendering  to 
Caesar  the  things  that  are  Caesar’s  and 
unto  God  the  things  that  are  God’s. 

Almost  equally  characteristic  of  the 
present  day  is  the  danger  that  our  faith 
in  science  may  be  carried  to  the  point 
of  bigoted  intolerance  of  any  philoso¬ 
phy  of  life  except  that  which  is  based 
on  particular  fields  of  science.  This  is 
not  to  be  wondered  at.  In  chemistry 
and  physics  and  biology  the  nineteenth 
century  has  discovered  a  great  many 
truths  which  were  not  known  before, 
and  has  made  these  discoveries  the 
means  of  increasing  man’s  power  over 
nature  and  ameliorating  the  lot  of  the 


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329 


human  race.  But  there  is  on  this  very 
account  great  danger  that  we  shall 
overestimate  both  the  practical  value  of 
what  has  been  accomplished  and  the 
theoretical  certainty  of  many  of  our 
doctrines.  The  man  who  would  make 
the  right  use  of  scientific  truth  must 
know  the  limitations  of  scientific  truth. 
It  is  a  good  thing  to  increase  the  pro¬ 
duction  of  food;  it  may  become  a  bad 
thing  if  it  leads  a  man  to  deny  that 
there  are  other  standards  of  progress 
except  material  ones.  It  is  a  good  thing 
to  be  familiar  with  the  laws  of  mathe¬ 
matical  physics;  it  may  become  a  bad 
thing  if  it  leads  one  to  think  that  these 
are  the  only  laws  worth  knowing.  I 
would  not  say  one  word  which  could 
lessen  the  enthusiasm  of  the  scientific 
devotee  for  his  specialized  knowledge, 
or  lessen  the  public  faith  in  the  value 
both  of  the  results  and  of  the  spirit  of 
discovery  by  which  they  are  obtained. 
But  let  us  remember  that  the  field  is  a 
limited  one,  and  that  the  greatest  men 
of  science  have  recognized  its  limita¬ 
tions.  The  position  of  the  agnostic,  who 
does  not  know  or  care  for  anything  be¬ 
yond  the  results  of  natural  science,  is 
a  startling  example  of  what  comes  to  a 
man  who  exercises  faith  without  intelli¬ 
gence.  In  theory  the  agnostic  is  the 
man  who'  does  not  claim  to  know  any¬ 
thing  that  he  cannot  prove — a  praise¬ 
worthy  aspiration.  In  practice,  he  too 
often  uses  the  term  to  enforce  this  tyr¬ 
anny  of  his  own  particular  section  of 
opinion  over  that  of  every  other  sec¬ 
tion. 

Our  faith  in  God,  as  we  to-day  hold 
it,  is  based  on  our  faith  in  men,  our 
faith  in  law,  and  our  faith  in  science. 
It  is  for  that  very  reason  subject  to  a 
combination  of  the  dangers  which  best 
all  three  of  them — the  danger  of  a  com¬ 
placent  optimism,  which  looks  so  firmly 
for  the  ultimate  triumph  of  the  right 
that  it  sometimes  loses  sight  of  the 
means  which  appear  to  be  necessary  to 
keep  the  world  moving  in  the  right  di¬ 
rection. 

There*  is  no  field — I  say  it  reverently 
— in  which  it  is  so  necessary  to  com¬ 
bine  intelligence  with  faith  as  in  our 
idea  of  God.  This  is  peculiarly  true 


to-day,  because  to-day  for  the  first  time 
each  man  is  encouraged  to  develop  his 
own  conception  of  what  God  is  like  and 
what  God  wants.  In  former  days  men 
were  bound  down  by  creeds  which  de¬ 
scribed  in  detail  God’s  attributes  and 
God’s  wishes.  You  accepted  Him  as 
He  was  pictured  in  those  creeds,  or  you 
rejected  Him  altogether.  To-day  we 
try  to  judge  for  ourselves  regarding 
God’s  attributes  and  God’s  wishes.  Of 
all  the  responsibilities  which  go  with 
the  exercises  of  private  judgment,  this 
is  the  greatest.  When  Robert  Ingersoll 
said,  “An  honest  God’s  the  noblest  work 
of  man,”  he  uttered  a  profound  truth, 
which  many  who'  professed  to  be  more 
religious  than  he  might  well  take  to 
heart.  You  call  your  God  the  God  of 
justice;  see  to  it  that  your  faith  takes 
such  shape  that  you  could  worship  Him 
only  by  doing  justice.  You  call  your 
God  the  God  of  love ;  see  that  your  faith 
is  so  shaped  as  to  make  you  give  love 
instead  of  merely  trying  to  receive  it. 
You  call  Him  the  God  of  battles — and 
this  is  perhaps  in  a  real  masculine  faith 
the  highest  title  of  all.  See  that  your 
trust  in  Him  is  an  inspiration  to  you 
to  take  your  part  in  the  battles  both 
with  courage  and  with  intelligence ;  for 
otherwise  that  faith  is  mere  blasphe¬ 
mous  idolatry.  The  soldier  who  fights 
without  faith  fights  badly ;  but  the 
soldier  also  fights  badly  who  fights  with 
such  blind  faith  that  he  relaxes  his 
watchfulness,  his  intelligence,  or  his 
sense  of  personal  responsibility.  This  is 
true  in  the  physical  warfare  between 
nation  and  nation ;  it  is  yet  more  pro¬ 
foundly  true  in  the  great  moral  war 
between  right  and  wrong. 

Gentlemen  of  the  graduating  class : 
It  is  a  distinctive  feature  of  Chris¬ 
tianity  that  it  insists  on  the  combina¬ 
tion  of  faith  and  intelligence.  There 
have  been  ages  or  countries  where 
Christians  have  forgotten  this — where 
the  Christian  religion  has  become  pre¬ 
dominantly  emotional  on  the  one  hand, 
or  predominantly  intellectual  on  the 
other.  But  these  have  been  its  times 
and  places  of  weakness.  The  true 
Christianity,  the  church  militant  that  is 
to  become  the  church  triumphant, 


330 


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demands  trust  in  God  on  the  one  hand, 
individual  intelligence  and  responsibility 
on  the  other.  This  is  what  Jesus 
preached.  This  is  what  Paul  preached. 
This  is  what  the  great  Christian 
leaders  have  preached  in  every  age. 
Men  have  differed  in  their  view  of  what 
God  was ;  they  have  differed  as  to  their 
conception  of  the  kind  of  responsibility 
to  be  placed  upon  His  followers ;  but 
they  have  been  at  one  in  preaching  the 
power  of  God  and  the  responsibility  of 
man,  the  duty  of  faith  on  the  one  hand 
and  the  privileges  of  freedom  on  the 
other.  It  is  to  this  glorious  liberty  of 
the  Gospel  that  you  are  called.  You  are 
taking  its  privileges  and  its  burdens.  If 
you  have  learned  the  lessons  that  Yale 
has  to  teach  you  appreciate  the  burdens 
no  less  than  the  privileges,  and  value 
the  great  things  of  life  all  the  higher  be¬ 
cause  you  must  do  battle  to  maintain 
them.  God  grant  that  as  the  later  roll 
calls  come,  ten  or  twenty  or  fifty  years 
afterward,  each  man,  living  or  dying, 
may  be  able  to  say,  “I  have  fought  a 
good  fight,  I  have  finished  my  course, 
I  have  kept  the  faith !” 

SUCCESS  IN  CATHOLIC 
EDUCATION. 

The  recurrence  of  the  commencement 
days  suggests  a  review  of  the  work  of 
our  Catholic  schools  during  the  past 
year.  It  has  been  a  record  of  progress 
all  along  the  line.  It  would  be  a  mis¬ 
take  to  suppose  that  the  only  or  even 
the  greatest  advance  was  in  the  erec¬ 
tion  of  better  built  and  better  equipped 
school  houses,  though  that  of  itself  is 
a  matter  of  no  small  importance.  The 
school  system  has  of  late  years  under¬ 
gone  great  improvement.  The  classes 
have  been  more  carefully  graded;  the 
discipline  has  been  notably  improved ; 
industrial  education  has  been  intro¬ 
duced  in  a  large  number  of  institutions, 
thus  making  the  instruction  train  the 
hand  as  well  as  the  head  and  the  heart. 
But  the  result  that  is  most  pleasing  to 
the  friends  of  Catholic  education,  and 
that  assures  the  future  of  our  schools 
is  the  thoroughness  of  the  work  they 


are  accomplishing;  a  thoroughness  that 
has  proclaimed  itself  in  many  ways, 
and  in  not  the  least  striking  manner 
by  the  uniform  successes  which  attend 
their  pupils  when  they  enter  general 
competitive  examinations  with  the 
pupils  of  other  educational  establish¬ 
ments. 

While  the  Catholic  teacher  does  not 
grasp  at  every  fad  and  fancy  that  is 
proposed  by  self-appointed  dictators  in 
educational  matters,  no  system  or 
method  that  makes  for  real  advance  is 
neglected. 

One  might  note  also  the  work  the 
Church  is  accomplishing  in  behalf  of 
the  deaf  mutes,  and  in  the  interest  of 
the  negroes  and  Indians.  Of  the  first 
mentioned  class  of  schools  the  number 
has  been  increased  of  late  years;  and 
where  the  number  of  deaf  mutes  is  not 
enough  to  warrant  the  opening  of  a 
school,  provision  is  usually  made  to  have 
one  of  the  teachers  acquire  the  usage 
of  their  language.  In  regard  to  the 
other  two  classes,  the  efficiency  of  the 
Indian  schools  has  been  increased  as  is 
noted  in  the  Indian  report.  At  the 
same  time,  the  untiring  activity  of  the 
Josephite  Fathers,  and  the  educational 
work  of  the  Benedictines  in  many 
southern  localities  has  given  stronger 
impulse  to  negro  education  and  invested 
it  with  greater  possibilities.  The  suc¬ 
cess  of  Catholic  educators  among  the 
negroes  has  emboldened  the  energetic 
Monsignore  Burke  to  begin  the  project 
of  a  negro  educational  institution 
formed  on  the  lines  of  the  Tuskegee 
Institute. 

In  every  branch  of  education  the 
Catholic  schools  have  been  eminently 
successful,  have  advanced  and  pro¬ 
gressed.  Not  the  least  of  their  merit 
lies  in  the  fact  that,  instead  of  burden¬ 
ing  the  students  and  pupils  with  intel¬ 
lectual  fads  and  inutilities,  their  improv¬ 
ing  courses  of  study  are  of  the  practical 
and  useful  sort,  embracing  all  that  the 
highest  education  may  demand  and 
neglecting  nothing  that  thoroughness 
and  effectiveness  may  require. — The 
Pilot. 


THE  COLLEGE  COMMUNITY 


CAMPUS  AND  STUDENT 
BODY 

The  establishment  of  a  post-office  on 
Princeton’s  campus  is  being  strongly 
agitated. 

A  radical  change  has  been  made  in 
the  attendance  rules  at  Williams — the 
maximum  number  of  cuts  allowed  now 
totals  one  week  of  work  in  each 
semester. 

The  average  cost  of  Yale’s  Junior 
Prom  festivities  was  $122.90  for  each 
man.  One  man  spent  $900,  but  he  en¬ 
tertained  at  a  house  party.  Omitting 
this,  the  average  cost  falls  to  $105.25. 
Taking  the  entire  Junior  Week  into 
consideration,  the  sum  averages  $180.84. 

A  competition  for  prizes  aggregating 
$3,000  for  papers  on  business  problems 
to  be  conducted  during  the  next  aca¬ 
demic  year  was  announced  at  Wellesley 
College.  The  competition  will  be  open 
to  undergraduates  and  will  aim  to 
arouse  greater  interest  in  the  study  of 
commerce  and  industry  in  this  country. 

At  Dartmouth  a  new  prize  of  twenty 
dollars,  called  the  Kenneth  Archibald 
athletic  prize,  is  offered  to  the  member 
of  the  graduating  class  who,  in  the 
judgment  of  the  athletic  committee,  has 
been  the  best  all-around  athlete,  regard 
also  being  had  to  recognized  moral 
worth  and  a  high  standing  in  scholar¬ 
ship. 

American  children  are  not  sufficiently 
spanked,  declares  Dr.  G.  Stanley  Hall, 
president  of  the  Clark  University  of 
Worcester,  Mass. 


“I  do  not  believe  in  too  much  flog¬ 
ging,  but  it  should  not  be  abolished. 
Americans  protect  their  children  too 
much  and  it  makes  them  precocious 
and  disrespectful.  A  little  slapping  now 
and  then  re-enforces  the  moral  purposes 
of  the  child.” 

Harvard  College  has  abandoned  the 
idea  of  erecting  tablets  in  Memorial 
Hall  in  memory  of  her  sons  who  died 
fighting  under  the  colors  of  the  Con¬ 
federacy.  The  Harvard  Memorial  So¬ 
ciety,  composed  mostly  of  veteran  grad- 
utes,  and  also  many  members  of  the 
faculty  at  a  special  meeting  called  re¬ 
cently  unanimously  agreed  that  Me¬ 
morial  Hall  on  account  of  the  sympa¬ 
thies  of  its  founders  and  its  subsequent 
traditions  has  no  association  with  the 
memories  of  those  who  fought  to  dis¬ 
rupt  the  Union.  The  majority  of  the 
society  agreed  that  time  will  surely 
bring  a  demand  that  will  be  unanimous 
for  a  Confederate  memorial  to  be 
erected  on  some  part  of  the  college 
domain,  but  until  that  time  should  come 
the  matter  had  better  rest.  The  society 
has  undertaken  the  task  of  indexing  the 
list  of  Harvard  men  who  died  in  the 
Confederate  cause. 

Two  of  the  coeds  of  Michigan  Uni¬ 
versity  have  left  for  the  West  this 
year  to  take  up  Government  land  and 
be  cowgirls  in  good  earnest,  intending 
to  return  to  Michigan  when  they  can 
to  complete  their  education.  They  are 
Lulu  Jefferson  from  Williamston  and 
Bertha  Thompson  from  Battle  Creek, 
the  first  a  junior  and  the  last  a  senior 
in  the  literary  department.  Miss  Jef- 


331 


332 


The  American  College. 


ferson  has  already  taken  up  her  land 
and  has  lived  one  of  the  necessary  six 
months  on  it  to  claim  the  property. 
She  will  live  there  for  the  next  six 
months  with  her  sister.  The  ranch  is  in 
Montana,  and  Miss  Thompson  will 
probably  accompany  her  West  and  take 
up  land  somewhere  in  the  same  section. 
Another  young  lady  who  was  graduated 
several  years  ago  took  up  land  in  the 
West  which  has  turned  out  to  be  very 
valuable.  She  will  return  a  year  from 
this  fall  to  take  her  master’s  degree 
from  the  university.  When  she  left 
she  was  half  dead  from  tuberculosis, 
but  she  went  into  the  West,  had  a  rude 
log  hut  erected  and  went  to  work.  She 
was  particularly  fortunate  in  the  loca¬ 
tion  she  happened  to  select,  and  now  be¬ 
cause  of  irrigation  canals  that  have 
been  put  in  near  her  she  is  able  to  sell 
her  ranch  for  a  sum  that  puts  her  in 
the  independent  class,  and  best  of  all 
she  writes  that  she  has  entirely  regained 
her  health. 

Statistics  recently  gathered  by  the 
management  show  that  the  Kansas 
State  University  has  more  girl  students 
who  are  working  their  way  through 
college  and  are  paying  for  their 
board  and  lodging  while  securing 
an  education  than  any  other  like  educa¬ 
tional  institution  in  the  United  States. 
It  is  stated  by  the  registrar  of  the  uni¬ 
versity  that  150  girls  have  asked  the 
university  employment  bureau  to  secure 
them  places  in  the  homes  of  Lawrence 
people,  where  they  can  pay  for  their 
board  and  lodging  by  tutoring  or  doing 
household  work  mornings  and  evenings. 
Many  of  the  young  women  come  to  the 
university  with  some  special  training  or 
experience  on  which  they  rely  to  earn 
a  portion  of  their  expenses.  An  in¬ 
creasingly  large  number  do  tutoring. 
Others  help  in  the  homes  of  the  town, 
acting  as  amanuenses,  reading  aloud, 
caring  for  small  children  or  helping  with 
the  housework.  Housewives  of  Law¬ 
rence  declare  that  the  girls  who  come  to 
this  town  to  secure  an  education  know 
how  to  work  and  are  preferable  to  the 
regular  domestics.  The  girl  doing  such 


work  lives  in  the  home  where  she  is 
employed  and  receives  her  board  and 
lodging  for  her  services.  In  many  cases 
these  girls  are  the  daughters  of  well- 
to-do  farmers,  but  they  have  learned 
to  work  on  the  farm  and’  they  do  not 
hesitate  to  work  here.  And  generally 
they  are  first  in  their  classes.  Some  of 
the  self-supporting  girl  students  have 
made  such  class  records  as  to  be  elected 
to  the  honorary  scholarship  fraternity 
of  Phi  Beta  Kappa.  Of  the  fourteen 
seniors  selected  to  this  organization  at 
the  first  election  in  the  last  school  year 
six  were  working  their  way,  three  men 
and  three  girls. 

REPORT  OF  THE  SENIOR  COUN¬ 
CIL  OF  YALE  FOR  THE  PAST 
YEAR. 

The  Senior  Council  begs  leave  to  sub¬ 
mit  the  following  brief  report  of  their 
work  for  the  College  year  of  1909- 1910. 
This  does  not  include  recommendations 
and  investigations  on  a  number  of 
minor  points.  Nos.  1,  2,  5,  6,  7,  8,  9, 
10,  11  have  been  accepted  and  Nos.  3 
and  12  are  under  consideration: 

1.  In  regard  to  the  “New  Rules,” 
they  recommended  that 

(a)  Marks  be  changed  from  2  for 
week-day  absence  and  6  for  Sunday 
absence  to  1  and  3  respectively,  reduc¬ 
ing  the  total  numer  to  20  per  term  for 
Seniors  and  Juniors,  16  for  Sopho¬ 
mores  and  12  for  Freshmen. 

(b)  The  church  papers  be  abolished. 

(c)  There  be  a  distinct  cut  probation 
and  mark  probation,  with  due  warning. 

(d)  The  nature  of  the  “deep-cut” 
be  changed. 

(e)  Each  special  case  be  treated  in¬ 
dividually  by  the  Dean. 

(f)  All  rules  be  strictly  enforced. 

2.  A  movement  has  been  started  to 
revise  and  simplify  the  book  of  College 
rules. 

3.  They  recommended  that  a  stu¬ 
dent’s  class-room  stand  in  figure  should 
be  sent  him  at  certain  times  during  the 
year. 

4.  They  drew  up  a  petition  for  an 


The  College  Community.  333 


honor  system  which  was  abandoned  be¬ 
cause  of  apparent  lack  of  support. 

5.  They  recommended  that  cuts  and 
marks  necessarily  taken  when  out  of 
town  because  of  connection  with  cer¬ 
tain  University  organizations  be  ex¬ 
cused  under  prescribed  conditions. 

6.  The  question  of  the  “open  or 
closed”  campus  was  thoroughly  inves¬ 
tigated  and  reported. 

7.  They  recommended  that  unpleas¬ 
ant  topics  and  questions  be  omitted 
from  the  Class  statistical  blanks. 

8.  They  recommended  that  on  days 
when  the  President  attended  chapel, 
everyone  should  remain  standing  in 
their  places  until  he  had  passed  out. 

9.  They  recommended  changes  in  the 
penalties  for  absence  from  choir-prac¬ 
tice. 

10.  They  recommended  to  organiza¬ 
tions  requiring  service  of  any  kind  to 
employ  students  whenever  possible. 

11.  They  recommended  the  erection 
of  fences  in  the  Oval  and  the  laying 
down  of  walks. 

12.  They  recommended  that  Linonia 
and  Brothers’  Library  be  kept  open  on 
Sunday  afternoon. 

ATHLETICS 

The  freshman  relay  team  from  Illi¬ 
nois  University  set  a  new  record  in  the 
Philadelphia  meet.  They  made  the  mile 
in  3  -.26  4-5. 

The  annual  report  for  the  four  ma- 
jor  sports  at  Yale  for  the  year  1908-9, 
ending  Sept.  1,  1909,  shows  total  re¬ 
ceipts  of  $104,945,  a  decrease  of  $6,041, 
as  compared  with  the  previous  year. 
Track  athletics  brought  in  $3,811,  an 
increase  of  $1,397;  baseball  brought  in 
$28,484,  a  decrease  of  $4,677 ;  boating 
$4,279,  a  decrease  of  $310,  and  foot¬ 
ball  $88,370,  a  decrease  of  $4,171. 
The  total  expenses  were  for  track  ath¬ 
letics  $13,369,  an  increase  of  $290; 
baseball  $22,787,  a  decrease  of  $6,254; 
boating,  $19,818,  an  increase  of  $776, 
and  football  $37,846,  a  decrease  of 
$8,888.  Including  in  expenses  $600  for 
minor  athletics  and  $5,000  for  the  Car¬ 
negie  swimming  pool  the  balance  of 


profit  from  athletics  was  $4,331,  as 
compared  with  $906  last  year. 

The  reserve  fund  of  the  financial 
union  falls  to  $116,852,  as  compared 
with  $119,831  the  previous  year,  due 
chiefly  to  purchase  of  real  estate  for 
$9,380  and  boathouse  funds  amounting 
to  $4,183  transferred  to  the  university. 
In  some  of  the  larger  items  of  expense, 
track  athletics,  hotels  and  meals  rise 
from  $1,360  to  $1,806,  and  training 
table  from  $1,719  to  $2,399.  I*1  base¬ 

ball  traveling  expenses  rise  from  $2,110 
to  $2,404,  hotels  and  meals  rise  from 
$2,876  to  $3,685,  while  training  table 
falls  from  $2,194  to  $937. 

In  football  traveling  expenses  fall 
from  $2,110  to  $1,127,  hotels  and  meals 
rise  from  $2,876  to  $3,561,  and  training 
table  falls  from  $2,194  to  $1,401.  In 
boating,  hotels  and  meals  rise  from  $230 
to  $967,  and  training  table  falls  from 
$2,488  to  $976.  The  doctors  and  medi¬ 
cine  bill  of  the  football  team  rises  from 
$888  to  $1,258. 

In  football  the  receipts  from  the 
Princeton  game  were  $25,342,  and  from 
the  Harvard  game  $37,420.  In  base¬ 
ball  Yale  received  from  the  Princeton 
games  $11,263,  and  from  the  Harvard 
games  $8,833. 

THE  STUDENT  ATHLETIC 
MANAGER. 

There  is  a  feeling  prevalent  among 
those  interested  in  and  closely  identified 
with  Wisconsin  University  athletics, 
that  the  election  of  the  student  athletic 
board  of  student  managers  for  the  vari¬ 
ous  athletic  sports,  is  unfair  and  dis¬ 
criminatory  in  its  present  form.  In 
order  that  there  may  be  a  clear  under¬ 
standing  of  the  situation,  it  may  be  well 
to  explain  in  a  few  words  the  nature  of 
the  athletic  board  and  its  particular  re¬ 
sponsibility  in  the  case  of  athletic  mana¬ 
ger  elections.  The  board,  at  present,  is 
composed  of  six  non-W.  members,  five 
W.  members,  each  representing  one  of 
the  five  major  sports,  namely,  football, 
track  athletics,  baseball,  crew,  and  bas¬ 
ket  ball,  and  a  president  and  vice-presi¬ 
dent  elected  from  the  male  university 
students  at  large.  These  thirteen  mem- 


334 


The  American  College. 


bers  are  elected  by  the  athletic  associa¬ 
tion  annually,  the  association  being  com¬ 
posed  of  all  regularly  registered  U.  W. 
students. 

It  has  heretofore  been  customary  for 
the  athletic  board,  in  addition  to  its 
other  duties,  to  annually  elect  a  student 
manager  for  each  of  the  above-men¬ 
tioned  sports.  This  election  is  usually 
held  in  June,  at  the  end  of  the  athletic 
season.  The  manager  for  any  one 
sport  is  chosen  from  a  list  of  candidates 
called  assistant  managers  who  are  sup¬ 
posed  to  have  been  zealously  assisting 
the  manager  of  this  sport  during  the 
season.  As  a  matter  of  fact,  due  to  the 
general  laxity  in  things  athletic  at  the 
U.  of  W.,  for  the  past  few  years,  many 
of  these  so-called  assistant  managers 
have  been  assistants  in  name  only. 
However,  the  fact  that  a  student  has 
handed  in  his  name  to  the  man¬ 
ager  as  a  candidate  for  the  position  is 
usually  sufficient  to  bring  his  name  be¬ 
fore  the  athletic  board  at  election  time, 
even  though  his  assistance  has  been  a 
rather  negligible  quantity.  Once  his 
name  has  been  proposed  to  the  athletic 
board,  he  usually  stands  at  least  an  even 
chance  with  the  candidate  who  has 
worked  hard  and  faithfully  throughout 
the  training  season,  and  under  a  cer¬ 
tain  combination  of  circumstances — cir¬ 
cumstances  here  being  synonymous 
with  athletic  board  members — he  stands 
a  better  chance  of  being  elected  man¬ 
ager. 

It  is  ordinarily  true  that  a  member 
of  the  board  is  primarily  interested  in 
but  one  athletic  sport,  or  possibly  two, 
and  therefore  may  be  acquainted  with 
the  work  of  the  assistant  managers  in 
this  particular  sport,  but  may  not  even 
know  the  names  of  the  candidates  in 
other  branches  until  they  are  proposed 
for  election.  This  may  sound  im¬ 
probable,  but  the  writer  can  vouch  per¬ 
sonally  for  its  truth.  This  is  why,  in 
general,  unless  personal  considerations 
enter  in,  each  candidate  has  an  equal 
chance  almost  regardless  of  his  work 
and  qualifications  for  the  managerial 
position.  It  may  be  argued  that  it  is 
the  duty  of  the  board  to  become  ac¬ 


quainted  with  all  the  assistant  mana¬ 
gers  and  follow  them  assiduously  with 
the  idea  of  voting  intelligently  when  the 
time  comes.  This  is  very  true,  but  the 
board  has  numerous  other  duties,  and 
the  members  in  the  past  haven’t  seen  fit 
to  assume  this  duty  and  it  is  highly 
probable  that  they  will  not  in  the  future^ 
But  even  assuming  that  it  may  come 
to  pass  that  members  of  the  Board  will 
thoroughly  acquaint  themselves  with 
the  work  done  by  the  various  assistant 
managers  during  the  athletic  seasons, 
there  still  remains  a  strong  personal 
feeling  to  be  dealt  with  which  has  in 
the  past  helped  to  elect — no,  elected,  in¬ 
ferior  managers,  and  which  will  like¬ 
wise  influence  future  elections  as  long 
as  they  are  decided  under  the  present 
system.  It  has  been  true,  and  will  con¬ 
tinue  to  be  true  under  similar  condi¬ 
tions,  that  if  a  candidate  has  several 
close  friends  on  the  board,  his  elec¬ 
tion  is  almost  an  assured  fact,  regard¬ 
less  as  to  whether  he  deserves  the  po¬ 
sition  because  of  ability  and  meritorious 
work  as  assistant  manager.  Quite  re¬ 
cently  there  have  been  several  instances 
of  rejection  of  the  logical  candidates, 
who  in  addition  to  their  other  qualifica¬ 
tions,  were  strongly  recommended  by 
the  coach,  due  to  personal  friendship 
on  the  part  of  several  members  foi 
candidates  not  so  well  fitted  for  mana¬ 
gerial  positions. 

In  view  of  the  conditions  as  already 
stated,  it  is  the  opinion  of  a  number 
of  representative  university  students 
and  alumni  that  a  modification  of  the 
present  system  of  election  of  student 
athletic  managers  is  highly  desirable. 
Election  to  these  positions  should  be 
based  on  merit  and  ability.  It  does 
not  seem  desirable  to  continue  a  sys¬ 
tem  of  election  in  which  haphazard 
voting  may  be  the  rule,  or  in  which 
personal  friendships  rather  than  quali¬ 
fications  for  the  work  may  determine 
the  successful  candidate.  The  alumni 
are  especially  desirous  of  seeing  the 
best  men  in  the  university  elected  as 
managers  of  the  various  athletic  teams, 
men  with  push  and  business  ability ; 
men  who  undertake  the  work  not  so 


The  College  Community. 


335 


much  for  personal  glory  as  with  the 
hope  that  they  may  help,  by  hard  work 
and  an  intelligent  policy,  to  turn  out 
winning  teams  and  raise  the  standard 
of  athletics  at  the  U.  of  W.,  so  that 
ultimately  our  athletic  organization  may 
be  second  to  none  in  strength  and  ac¬ 
tivity,  and  that  the  university  athletic 
policy  may  be  broadminded  and  liberal 
rather  than  (as  some  of  us  have  dared 
to  imagine  at  rare  intervals  during  the 
past  five  years)  slightly  bigoted  and 
somewhat  niggardly.  A  student  ath¬ 
letic  manager  may  be  a  mere  figurehead, 
or  he  may  be  a  tower  of  strength  to 
his  team,  and  a  highly  important  and 
efficacious  worker  for  broader  athletic 
policies.  There  was  a  time  when  stu¬ 
dent  athletic  managers  practically  dic¬ 
tated  the  entire  athletic  policy.  At 
present  the  other  extreme  seems  almost 
true,  i.  e.,  that  they  have  no  influence 
or  authority  whatever  in  regard  to  our 
athletic  policy.  The  resumption  of  the 
original  condition  does  not  seem  ad¬ 
visable,  and  certainly  not  possible,  but 
it  is  surely  not  too  much  presumption 
to  expect  our  student  managers  to  at 
least  partly  determine  what  the  status 
of  athletics  shall  be. 

It  is  quite  evident  that  the  present 
system  of  assistant  managers,  tutelage 
and  subsequent  managerial  elections  is 
not  adequate  in  that  it  does  not  induce 
the  best  men  to  try  for  the  positions,  nor 
does  it  always  elect  the  most  qualified 
candidate.  I  have  pointed  out  several 
reasons  why  this  is  true,  not  with  the 
idea  of  trying  to  militate  against  the 
ath|etic  board  in  any  way,  nor  with 
the  idea  of  decreasing  its  power.  To 
the  athletic  board  is  largely  due  the 
credit  for  the  prevention  of  our  com¬ 
plete  athletic  dissolution  during  several 
years  past.  It  is  the  one  strong  bul¬ 
wark  between  athletics  for  the  students 
and  by  the  students,  and  the  ubiquitous 
powers  of  destruction.  The  athletic 
board  has  in  the  past  responded  nobly 
to  calls  for  clean  and  aggressive  ath¬ 
letics,  and  we  are  sure  that  it  will  event¬ 
ually  devise  a  system  of  election  for 
student  managers  which  will  have  none 
of  the  undesirable  features  so  evident  at 


present.  It  may  not  be  entirely  a  work 
of  supererogation,  however,  to  point  out 
that  many  large  universities  have  com¬ 
mittees  composed  partly  of  alumni 
which  attend  entirely  to  the  election  of 
student  managers.  The  universities  of 
Dartmouth,  Michigan,  and  Pennsyl¬ 
vania,  for  instance,  have  special  com¬ 
mittees  which  elect  their  student  man¬ 
agers,  and  this  plan  has  been  uniformly 
successful. 

The  Pennsylvania  university  system 
is  taken  as  fairly  typical.  They  have 
a  separate  election  committee  for  each 
sport.  Each  committee  is  composed  of 
four  alumni  who  were  formerly  promi¬ 
nent  in  the  particular  sport  for  which 
they  are  to  choose  a  manager,  and  the 
manager  of  this  sport.  The  committee 
members  meet  personally  all  the  as¬ 
sistant  managers  upon  whom  they  are 
to  vote  and  become  familiar  with  their 
work.  The  alumni  committee  members 
are  elected  by  the  athletic  association, 
which  is  practically  identical  to  the  U. 
of  W.  athletic  association  already  men¬ 
tioned.  Each  assistant  manager  who 
wishes  to  become  a  candidate  must  get 
the  signatures  upon  a  petition  to  that 
effect  of  ten  members  of  the  athletic 
association. 

It  is  recognized  that  this  particular 
system  would  not  be  adaptable  to  Wis¬ 
consin  conditions  because  there  are 
probably  not  enough  resident  alumni  in 
Madison  who  were  formerly  closely 
identified  with  athletics.  It  has  been 
suggested  that  one  committee  for  all 
sports  might  be  sufficient  for  our  needs, 
the  committee  to  consist  of  two  resident 
alumni  and  one  member  of  the  faculty, 
elected  by  the  athletic  board,  and  the 
president  of  the  athletic  board ;  these 
four  acting  in  conjunction  with  the 
managers  of  the  various  athletic  teams ; 
a  manager  being  allowed  to  vote  only 
for  the  candidate  of  the  sport  in  which 
he  is  directly  interested.  This  plan 
seems  to  remove  some  of  the  objections 
which  have  been  raised  against  the  pres¬ 
ent  system,  but  it  is  merely  tentative  and 
is  offered  in  the  hope  that  the  athletic 
board  or  any  other  organization  may 
be  able  to  develop  a  system  which  will 


336 


The  American  College. 


more  nearly  fill  the  need  for  a  fair  and 
impartial  election ;  an  election  which 
will  give  us  the  best  men  without  fear 
or  favor. — From  the  Wisconsin  Maga¬ 
zine. 

RELIGIOUS  ACTIVITIES 

At  Kansas  University  200  men  at¬ 
tended  Association  Bible  classes  last 
year.  There  were  twenty-five  men  in 
mission  study. 

Fred  B.  Smith’s  address  to  600  men 
at  the  University  of  Oregon,  resulted  in 
twenty-five  men  signifying  their  inten¬ 
tion  of  leading  Christian  lives. 

Three  new  mission  study  classes  have 
been  organized  at  Nebraska  Wesleyan 
University.  Last  semester  the  average 
attendance  was  fifteen.  University 
professors  lead  the  classes  and  college 
credit  is  given. 

Two  new  classes  have  been  organized 
at  Cornell  Medical,  New  York  City. 
Mr.  Cocks,  graduate  secretary  of  the 
Intercollegiate  work  in  New  York,  h^s 
a  class  of  Protestants,  Jews  and  Roman 
Catholics  to  discuss  such  topics  as  “The 
Nature  of  God,”  “Character,”  etc. 

Auburn  Theological  Seminary,  Au¬ 
burn,  N.  Y.,  has  begun  four  courses  of 
training  for  laymen.  This  is  the  second 
year  of  these  courses,  127  pupils  hav¬ 
ing  registered  last  year,  33  of  them  re¬ 
ceiving  certificates  that  they  had  com¬ 
pleted  the  course. 

A  mission  study  class  at  Stanford 
University  with  twenty-five  men  and 
women  enrolled  had  for  a  leader  a  pros¬ 
perous  attorney  in  San  Francisco  who 
is  an  alumnus  of  the  institution.  The 
leader  travels  seventy  miles  each  week 
in  order  to  take  charge  of  the  class.  He 
was  one  of  the  popular  mission  study 
leaders  at  the  Carmel  Conference  this 
past  winter. 

The  freshmen  at  Princeton  were  in 
thirty-two  separate  Bible  study  groups. 


Besides  the  regular  Bible  study  many 
of  the  groups  were  interested  in  social 
work,  especially  helping  with  boys’ 
clubs  in  Trenton.  Twenty  very  efficient 
leaders  of  the  freshmen  groups  were 
drawn  from  the  sophomore  class. 
About  eighty  men  attended  normal 
classes. 

i 

At  the  University  of  Georgia  the 
average  attendance  in  Association  Bible 
classes  was  sixty-four.  Mission  study 
was  started  for  the  first  time  this  year ; 
the  class  had  twelve  men  enrolled. 

The  Bible  study  work  at  the  Uni¬ 
versity  of  Washington,  Seattle,  included 
classes  in  nine  fraternities.  Business 
men  and  professional  men  from  the 
Brotherhood  of  the  First  Presbyterian 
Church,  and  college  professors,  are 
rendering  invaluable  service  in  leading 
these  classes.  Dr.  H.  C.  Mason,  an 
Oxford  graduate  and  pastor  of  the  Uni¬ 
versity  Congregational  Church,  con¬ 
ducted  a  class  in  the  discussion  of 
“Modern  Problems  in  Religion  and  Re¬ 
ligious  Thinking.”  The  secretary  of  the 
Association  led  a  leaders’  training  class 
which  met  once  each  week  with  an  en¬ 
rolment  of  seven. 

Ewing  College,  in  southern  Illinois, 
has  established  a  course  of  study  for 
the  training  of  Sunday-school  teachers. 
The  first  year’s  course  is  as  follows:  1. 
One  year’s  study  of  the  books  of  the 
Bible;  2.  “The  Sunday-school  Teacher’s 
Pupils” ;  3.  “The  Sunday-school 

Teacher’s  Pedagogy.”  The  seoond 
year’s  course  continues  the  Bible  study, 
and  4.  “The  Sunday-school  Teacher’s 
School 5.  “The  Doctrines  of  our 
Faith,”  by  Dargan ;  6.  A  work  on  mis¬ 
sions,  to  be  selected. 

The  work  of  the  Brown  Christian 
Association  showed  greatly  increased 
vigor  last  year  under  the  leadership  of 
the  new  secretary,  C.  F.  Silcox.  The 
total  budget  for  the  year  is  $2,000,  and 
the  alumni  are  now  contributing  toward 
this  sum.  The  various  student  Bible 


The  College  Community. 


337 


classes  now  number  twenty-three.  Each 
of  these  meets  once  a  week — sometimes 
a  fraternity  group,  sometimes  a  group 
living  in  a  single  dormitory.  Over  two 
hundred  students  are  enrolled  in  these 
classes.  The  leaders  meet  regularly 
with  some  professor  or  some  city  pastor 
in  normal  groups.  The  course  most 
popular  is  that  using  as  a  text  book : 
“The  Social  Teaching  of  Jesus,”  by 
Professor  Jenks  of  Cornell. 

“Should  or  should  not  a  State  uni¬ 
versity  attempt  to  teach  religion?”  asks 
the  Christian  Advocate.  “To  attempt 
to  teach  religion  as  such  would  require 
a  professor  of  unusual  poise  and  self- 
control  and  broad  outlook.  If  this  con¬ 
dition  did  not  exist  he  could  not  teach 
religion  without  showing  denomina¬ 
tional  bias.  But  it  is  a  matter  of  fact 
that  in  some  State  universities  religion 
is  often  taught  with  either  a  strong  or 
an  insidious  negative.  If,  for  instance, 
the  professor  of  economics  or  the  pro¬ 
fessor  of  sociology  should  teach  what 
is  called  economic  determinism,  the 
question  would  arise  whether  that  kind 
of  instruction  is  not  opposing  any  re¬ 
ligious  faith  whatever.  There  must  be 
freedom  in  scholarship,  but  can  any  one 
prove  that  it  would  be  an  infraction  of 
freedom  to  insist  that  professors  should 
have  a  faith  in  God  as  a  Supreme  Be¬ 
ing?  Ts  not  a  teacher  with  this  faith 
better  for  a  State  than  one  of  equal 
scholarship  without  it  ?’  asks  a  professor 
of  natural  science  in  a  State  university. 
A  professor  who  allows  himself  to  in¬ 
timate  by  word,  action,  or  aspect  a  uni¬ 
versal  skepticism  does  not  indicate 
breadth.  Silence  or  speech  is  not  the 
only  alternative.  That  unconscious  in¬ 
fluence  of  which  Bushnell  wrote  in  pas¬ 
sages  that  will  never  fall  out  of  litera¬ 
ture  may  pervade  a  whole  institution 
and,  like  the  extended  tail  of  the  comet, 
may  not  always  be  traced  to  its  fountain 
head.” 

The  announcement  by  the  University 
of  Pennsylvania  of  a  new  group  of 
studies  in  the  College,  to  be  known  as 
the  “Bible  Group,”  composed  of  a  num¬ 
ber  of  courses,  some  of  which  have  been 


given  for  many  years  while  others  will 
be  given  next  year  for  the  first  time,  is 
of  great  significance.  Many  of  the  most 
important  advances  in  higher  education 
have  had  their  origin  in  this  University, 
which  has  from  its  foundation  been  true 
to  the  idea  that  the  training  of  men  to 
become  leaders  in  matters  of  the  mind 
and  spirit  requires  largeness  of  oppor¬ 
tunity  offered  to  students  and  largeness 
of  view  in  those  who  teach.  The  cor¬ 
relation  of  courses,  and  the  grouping 
of  such  as  are  mutually  dependent  and 
mutually  illuminating  is  the  fundamen¬ 
tal  principle  of  what  is  known  as  the 
“Group  System.”  The  Bible  has  al¬ 
ways  been  studied  at  the  University  of 
Pennsylvania,  and  for  those  who  were 
especially  preparing  for  the  work  of 
the  ministry  there  have  been  courses  in 
the  Old  and  New  Testaments  in  their 
original  languages.  In  more  recent 
years  the  fact  that  the  Bible  is  a  basis 
for  purely  literary  study  of  the  highest 
kind,  whether  in  the  English  translation 
or  in  the  Hebrew  and  Greek,  has  re¬ 
ceived  general  recognition,  so  that  the 
book  is  now  included  quite  apart  from 
all  questions  of  theology  or  even  of  re¬ 
ligion,  except  in  the  most  general  sense, 
among  the  courses  in  English  literature. 
That  a  knowledge  of  the  Bible  is  essen¬ 
tial  to  the  understanding  of  our.  litera¬ 
ture  and  our  own  civilization  is  an  ac¬ 
cepted  fact.  There  is  not  a  nation  in 
Europe  or  America,  and  it  will  soon  be 
true  of  Asia  and  Africa,  that  has  not 
been  profoundly  influenced  in  its  social 
order,  as  well  as  in  its  political  consti¬ 
tution,  by  the  principles  laid  down  by 
the  writers  of  the  Old  Testament  and 
the  New,  who  through  members  of  a 
small  Oriental  people,  have  by  their 
spiritual  ideas  and  intellectual  concep¬ 
tions  of  the  purposes  of  life  and  the 
interpretation  of  history,  given  to  the 
world  a  literature  which  is  to-day  the 
highest  utterance  of  the  race.  Recog¬ 
nizing  these  facts,  the  intelligent  man  of 
to-day  is  studying  the  Bible  for  knowl¬ 
edge  of  human  history  in  remote  periods 
as  well  as  in  those  that  are  nearer  to 
our  own  time,  for  comparison  with  our 
own  and  other  literatures  and  as  the 


338 


The  American  College. 


source  from  which,  if  its  principles  are 
put  into  practice,  will  come  the  solu¬ 
tion  of  the  problems  which  confront 
nations  and  communities  to-day.  The 
relations  of  man  to  man,  of  man  to  the 
State,  and  of  man  to  God  are  not  simply 
matters  of  theology,  or  the  dogma  of 
any  sect.  They  represent  questions 
which  each  man  and  each  combination 
of  men  must  answer  and  are  answering 
in  some  way.  The  study  of  ancient 
law,  ancient  history  and  ancient  civili¬ 
zation  has  no  more  accessible  or  satis¬ 
factory  basis  than  is  furnished  by  the 
Bible.  Many  of  the  most  important 
types  of  literature  exist  within  its  pages 
in  perfect  specimens,  each  of  its  kind, 
so  that  the  student  of  literature  finds 
there  abundant  material.  The  ultimate 
appeal  of  the  Bible  is  the  same  as  that 
of  all  great  literature,  and  the  study  of 
its  contents,  for  whatever  purpose,  is 
rendered  more  effective  when  the  sub¬ 
jects  are  presented  from  many  sides. 
The  idea  that  the  study  of  the  Bible 
is  a  subject  reserved  for  the  clergy  and 
divinity  students  has  given  way  to  the 
idea  that  the  Bible  should  constitute  an 
important  part  of  the  education  of  every 
man  who  desires  to  understand  his  own 
period.  The  “Bible  Group”  will  include 
courses  in  Hebrew  and  Greek,  the  study 
of  the  English  Bible  as  literature,  the 
study  of  the  historic  conditions  in  the 
midst  of  the  Orient  and  Occident  which 
have  their  most  notable  expression  in 
the  New  Testament,  written  by  the  Jews 
in  the  language  of  the  Greeks,  the  study 
of  the  early  history  of  the  Christian 
Church  together  with  many  lectures  on 
Archaeology  and  History.  More  courses 
will  be  given  by  men  who  are  ex¬ 
perts  in  their  respective  subjects  and 
the  combining  and  correlating  of  these 
courses  will  afford  an  opportunity  such 
as  is  offered  to  students  at  no  other  uni¬ 
versity  for  the  study  of  the  sources  of 
many  of  what  we  often  regard  as 
modern  ideas. 

DEBATING  AND  LITERARY 

The  Amherst  class  of  1884  has  offered 
an  additional  prize  of  $25  for  the  best 


original  song  used  at  class  sings.  This 
class  offers  again  the  annual  prize  of 
$100  awarded  to  the  class  winning  the 
interclass  singing  contest,  which  is  held 
during  “prom”  week. 

The  first  characteristic  of  college  de¬ 
bating  in  the  Northwest  that  attracts 
the  attention  of  an  Easterner  is  the  great 
number  of  colleges  which  participate 
in  debating  contests.  The  states  of 
Washington  and  Oregon  seem  to  be  the 
natural  home  of  the  small  college. 
Hardly  a  town  of  the  many  in  the  Co¬ 
lumbia  and  Willamette  valleys  is  with¬ 
out  its  college,  although  in  many  cases 
these  institutions  are  little  more  than 
preparatory  schools,  doing  the  work  that 
is  undertaken  by  high  schools  in  the 
East.  Aside  from  the  small  colleges 
the  states  of  Washington,  Oregon, 
Montana,  and  Utah  each  maintain  two 
institutions,  one  for  the  teaching  of  uni¬ 
versity  subjects,  and  one  for  the 
branches  offered  by  agricultural  and  en¬ 
gineering  departments.  Debating  fol¬ 
lows,  in  a  general  way,  the  classifica¬ 
tion  of  colleges  and  universities  given 
above.  At  the  head  of  the  system  is  the 
University  League,  composed  of  Ore¬ 
gon,  Washington,  and  Idaho,  with  oc¬ 
casional  debates  with  Utah.  Next  in 
order  are  the  debates  between  colleges 
teaching  agriculture  and  the  mechanic 
arts,  and  finally  those  between  colleges 
of  the  third  class.  A  surprising  feature 
of  the  debating  on  the  coast  is  the  great 
interest  taken  by  engineering  and  agri¬ 
cultural  students.  The  Oregon  Agri¬ 
cultural  College,  for  example,  with  a 
regular  enrollment  of  about  one  thou¬ 
sand,  numbers  more  than  three  hundred 
active  workers  in  its  literary  societies. 
This  school  will  carry  four  intercol¬ 
legiate  debates  this  year.  During  five 
or  six  years  in  which  I  have  followed 
the  progress  of  debating  in  the  East,  the 
University  of  Wisconsin  has  never  had 
an  engineer  or  an  agric  on  an  intercol¬ 
legiate  debating  team.  One  reason  for 
the  very  general  interest  in  debating 
which  is  found  in  the  colleges  of  Wash¬ 
ington  and  Oregon,  I  believe  to  be  the 
excellent  system  of  high  school  debates. 


The  College  Community. 


339 


There  are  something  like  a  hundred 
high  schools  in  Oregon,  nearly  all  of 
which  are  banded  into  a  high  school 
debating  league.  Each  year,  district 
and  inter-district  contests  are  held  un¬ 
til  the  championship  of  the  state  is 
finally  determined.  As  a  result  college 
and  university  freshmen  are  often  the 
best  debaters  in  our  schools.  The 
standard  is  not  as  high  as  that  of  the 
East,  although  the  universities  of  the 
Northwest  do  work  of  a  creditable 
nature.  There  are  three  reasons  to 
which  this  relatively  low  standard,  es¬ 
pecially  in  the  agricultural  colleges,  may 
be  attributed.  First  of  all  is  the  fact 
that  the  grade  of  these  schools  is  at 
least  a  year  lower  than  that  of  the  uni¬ 
versities,  so  that  our  juniors  and  seniors 
have  less  training  along  general  prepar¬ 
atory  lines  than  those  of  the  East.  The 
second  reason  for  this  condition  is  the 
fact  that  a  large  part  of  the  student’s 
collegiate  work  is  necessarily  technical, 
and  that  the  libraries  do  not  afford  the 
opportunities  for  research  necessary  to 
effective  debating.  Finally,  the  low 
standard  of  debating  has  been  partially 
due  to  the  fact  that  only  in  the  past 
two  years  have  students  been  given  an 
opportunity  to  take  systematic  work  in 
public  speaking,  and  to  receive  thorough 
coaching.  Prior  to  this  time  the  coach¬ 
ing  work  was  done  as  a  labor  of  love 
by  such  of  the  members  of  the  faculties 
as  were  sufficiently  enthusiastic  to  un¬ 
dertake  it.  Among  the  smaller  colleges 


there  is  no  definite  organization  al¬ 
though  from  year  to  year  each  school 
meets  in  general  the  same  opponents. 
The  leading  schools  of  the  third  class 
are  Pacific  University,  Willamette  Uni¬ 
versity,  Whitworth  College,  and  Whit¬ 
man.  These  are  institutions  with  from 
three  hundred  to  six  hundred  students 
each,  and  their  work  along  forensic 
lines  has  in  general  been  very  good. 
One  feature  of  the  debating  situation 
here  in  Oregon  which  might  well  be 
copied  by  some  of  our  Eastern  states 
is  the  close  relation  existing  between  the 
University  of  Oregon  and  the  high 
schools.  The  university  acts  in  the  ca¬ 
pacity  of  director  of  the  high  school 
league  and  takes  an  active  part  in  ar¬ 
ranging  debates,  districting  the  state, 
furnishing  material,  and  in  general  help¬ 
ing  in  every  possible  way  in  promoting 
debating  among  the  preparatory  schools. 
The  people  of  these  states  and  espe¬ 
cially  of  the  cities  in  which  the  colleges 
are  located  are  very  enthusiastic  in 
their  support.  People  of  a  college  town 
regard  the  college  as  in  a  sense  the 
property  of  the  town,  and  its  representa¬ 
tives  as  representatives  of  the  town. 
Students  are  made  to  feel  that  people 
outside  of  college  take  their  efforts 
seriously  and  do  not  regard  it  as  the 
sport  of  a  lot  of  boys  and  girls,  as  is 
too  often  the  attitude  east  of  the  moun¬ 
tains. — Western  Intercollegiate  Maga¬ 
zine. 


Beta  Theta  Pi  has  new  chapter  houses 
at  Oklahoma  and  Oregon. 

Phi  Delta  Theta  has  a  new  chapter 
house  at  Purdue  and  has  started  work 
on  a  new  home  at  Vanderbilt  said  to 
cost  when  completed  about  $14,000. 

Theta  Delta  Chi  has  a  new  chapter 
house  at  Minnesota,  while  its  Michigan 
and  Dartmouth  homes  have  been  so  re¬ 
modeled  as  to  be  comparatively  new. 

A  new  chapter  of  Delta  Sigma  Rho 
will  soon  be  established  at  Cornell.  This 
society  exists  for  the  promotion  of  de¬ 
bating,  and  only  members  of  collegiate 
debate  teams  are  eligible  for  member¬ 
ship. 

The  much-discussed  rule  compelling 
fraternities  and  sororities  to  pledge  only 
sophomores  has  been  abandoned  for  this 
year  at  the  University  of  Kansas.  Rec¬ 
ords  for  the  first  semester  showed  that 
the  fraternity  and  sorority  students 
made  higher  scholarship  averages  than 
those  outside. 

The  increasing  interest  which  women 
are  taking  in  the  scientific  field  was 
brought  significantly  to  mind  recently 
when,  of  the  twelve  graduates  and  eight 
seniors  elected  to  the  Brown  Chapter 
of  the  Sigma  Xi,  the  honorary  scientific 
fraternity,  three  were  from  the  Wom¬ 
en’s  College.  The  two  women  elected 
from  the  graduate  department  are  mak¬ 
ing  special  investigations  in  the  depart¬ 
ments  of  physics  and  biology. 


“Besides  ourselves,  Alpha  Chi  Rho, 
Delta  Tau  Delta  and  A.  T.  O.  prohibit 
their  members  joining  Theta  Nu  Ep¬ 
silon.  Phi  Delta  Theta  leaves  the  ques¬ 
tion  to  the  individual  chapter.” — Kappa 
Sigma  Caduceus.  .  .  .  Kappa  Alpha 
legislated  against  Theta  Nu  Epsilon  in 
1897,  being  the  first,  no  doubt,  to  ostra¬ 
cise  it. 

The  Cumberland  chapter  of  S.  A.  E. 
started  the  year  with  one  member,  and 
according  to  the  chapter  scribe  “one  of 
the  largest  chapters  in  the  history  of  the 
university  has  been  built  up.”  The 
brother  in  question,  if  back  next  year, 
will  probably  have  to  start  all  over 
again,  as  the  chapter  is  comprised 
chiefly  of  one-year  law  students. 

Omega  Phi  Alpfia  and  Delta  Sigma 
Phi,  founded  at  the  College  of  the  City 
of  New  York  a  few  years  back  on  an 
avowed  “non-sectarian”  platform,  have 
practically  died,  although  chapters  were 
put  in  several  other  institutions.  Trou¬ 
ble  is  said  to  have  invariably  arisen  be¬ 
tween  Christian  and  Jewish  members. 
Sigma  Nu  absorbed  a  chapter  of  one  at 
Columbia  and  Sigma  Phi  Epsilon  an¬ 
other  at  Lehigh.  Delta  Sigma  Phi  is 
said  to  have  included  racial  equality  and 
leanings  toward  socialism. 

A  fraternity  is  a  good  or  bad  influ¬ 
ence,  depending  on  the  type  of  students 
who  represent  its  leadership.  And  an 
organization  within  an  organization  will 
do  good  or  harm  in  proportion  to  its 
efforts  to  advance  or  defeat  the  princi- 


340 


The  College  Home. 


34i 


pies  for  which  the  mother  organization 
stands.  Many  instances  of  the  harmful 
influence  of  fraternities  might  be  traced 
to  the  fact  that  in  some  way  the  indi¬ 
vidual  chapter  has  lost  sight  of  the  pur¬ 
poses  of  the  institution  of  which  it  is  a 
part.  It  is  out  of  line,  out  of  sympa¬ 
thetic  touch  with  the  aims  and  ambitions 
of  the  greater  fraternity — the  college  or 
university  itself.  This  doubleness  of 
purpose  will  be  found  to  represent  the 
discord  and  disorder  in  all  organization 
life,  whether  it  be  the  church,  the  state 
or  the  institution  of  learning. — The 
Key. 

The  present  system  of  fraternity  or¬ 
ganization  has  nearly  reached  its  limit. 
It  takes  too  much  volunteer  service. 
Now  we  require  the  sustained  effort 
that  can  be  given  only  by  a  man  who 
devotes  his  whole  time  to  the  work.  To¬ 
day  the  particular  need  of  the  fraternity 
is  supervision  and  inspiration  of  chap¬ 
ters  and  the  awakening  of  dormant 
alumni.  It  is  the  unanimous  opinion  of 
the  council  that  though  visits  to  the 
chapters,  either  by  its  own  members  or 
by  delegated  alumni,  have  been  useful, 
they  are  made  at  too  great  personal  cost. 
Moreover,  they  are  necessarily  brief. 
If  these  short  calls  can  do  so  much, 
longer  ones  and  more  thorough  study  of 
chapter  conditions  would  do  even  more. 
What  we  want,  then,  is  a  man  whom  we 
can  afford  to  pay  to  give  his  time  to  the 
fraternity.  His  chief  duty  will  be  to 
the  undergraduate  chapters,  but  he  can 
be  of  immense  service  in  calling  upon 
graduates  who  have  lost  interest,  in  at¬ 
tending  club  dinners,  etc.  A  broad- 
gauge,  sympathetic,  tactful  young  man, 
full  of  energy  and  enthusiasm,  would 
lift  the  fraternity  to  new  levels  of  use¬ 
fulness.  When  once  we  rid  ourselves 
of  the  notion  that  the  fraternity  is  just 
a  pleasant  form  of  association  for  boys 
and  realize  that,  whether  the  fraternity 
wishes  or  not,  it  is  becoming  a  moral, 
intellectual  and  educational  force,  we 
shall  find  the  field  wide  enough  for  any 
ambition. — Delta  Upsilon  Quarterly. 

In  1897  the  legislature  of  South  Caro¬ 
lina  enacted  a  law  that  forbade  the  ex¬ 


istence  of  fraternities  in  institutions 
receiving  state  aid,  which  put  an  end  to 
fraternities  in  South  Carolina  Univer¬ 
sity.  A  similar  law  was  enacted  by  the 
legislature  of  Arkansas  in  1902,  but  it 
was  defective  and  non-operative  and 
seven  fraternities  flourish  at  the  Uni¬ 
versity  of  Arkansas.  At  the  recent  ses¬ 
sion  of  the  legislature  of  Mississippi  a 
similar  bill  passed  the  house  of  repre¬ 
sentatives  and  was  defeated  in  the  sen¬ 
ate  by  a  narrow  majority,  which  dis¬ 
poses  of  the  matter  for  two  years  at 
least.  By  action  of  the  legislature  of 
Wisconsin  last  year  the  fraternities  at 
the  University  of  Wisconsin  are  to  be 
investigated  by  the  board  of  regents, 
the  report  of  the  investigation  to  be 
made  at  the  legislative  session  of  1911. 

An  order  has  been  made  by  the  re¬ 
gents  and  chancellor  of  the  University 
of  Kansas  that  fraternities  shall  not  in¬ 
itiate  or  pledge  students  until  they  have 
completed  the  freshman  year  with  full 
credit.  The  University  of  Idaho  faculty 
has  made  a  rule  that  no  freshman  shall 
belong  to  a  fraternity  or  enter  a  fra¬ 
ternity  house  for  any  reason  whatever. 
At  Mississippi  no  student  may  be  bid 
by  a  fraternity  until  he  has  been  in  the 
university  one  calendar  year,  except 
that  a  law  student  may  be  bid  after 
having  successfully  passed  the  examina¬ 
tions  at  the  end  of  his  first  term.  At 
North  Carolina  fraternities  may  not 
pledge  any  student  until  October  1  of 
his  sophomore  year.  At  Iowa  Wes¬ 
leyan  fraternities  may  not  pledge  a  stu¬ 
dent  until  he  has  begun  his  sophomore 
year  and  unless  he  has  a  grade  of  85. 
At  Purdue  the  freshmen  may  not  be 
initiated  before  April  1.  At  Lehigh 
freshmen  may  not  be  pledged  until 
January  1  nor  initiated  until  February 
1,  and  freshmen  may  not  live  in  a  fra¬ 
ternity  house.  At  Chicago  students 
may  not  be  initiated  until  three  months 
after  matriculation.  At  the  University 
of  Washington  a  pledged  man  may  not 
be  initiated  until  he  has  earned  at  least 
one  semester’s  credit.  All  of  these  re¬ 
strictions  on  rushing  have  been  imposed 
by  the  authorities  of  the  various  univer¬ 
sities.  At  many  institutions  restrictions 


342 


The  American  College. 


for  a  limited  period  are  imposed  by  in¬ 
ter-fraternity  agreements. 

The  board  of  regents  of  the  Univer¬ 
sity  of  Minnesota  has  sent  a  committee 
of  faculty  fraternity  members  to  investi¬ 
gate  the  inter-fraternity  council  at  the 
University  of  Nebraska  and  the  results 
of  scholarship  requirements  at  the  Uni¬ 
versity  of  Iowa. 

For  two  or  three  years  past  Chi  Psi, 
through  the  influence  and  financial  back¬ 
ing  of  its  alumni,  has  maintained  in 
New  York  City  a  central  office  in 
charge  of  a  traveling  secretary,  whose 
duty  it  is  to  keep  in  constant  touch  with 
the  sixteen  active  chapters  of  the  fra¬ 
ternity  and  to  aid  them  in  every  possible 
way  in  their  development. 

According  to  Mr.  Clarence  F.  Birds¬ 
eye,  of  New  York  City,  whose  influence 
largely  led  to  the  maintenance  of  a  cen¬ 
tral  office  and  a  traveling  secretary,  the 
latter,  in  order  to  right  conditions  in  a 
chapter,  has  lived  with  it  as  long  as  six 
weeks  at  a  stretch ;  and  in  some  in¬ 
stances  he  has  supervised  the  transfer 
of  Chi  Psis  from  a  strong  chapter  to  a 
weak  chapter,  that  the  latter  might  be 
built  up  by  the  introduction  of  good, 
trained  material.  In  this  way  the  chap¬ 
ters  at  California  and  Lehigh  were 
strengthened  considerably  when  condi¬ 
tions  there  were  bad. 

The  secretary,  who  receives  a  salary 
of  $2,000  a  year,  is  nominally  under  the 
control  of  the  committee  having  the  fra¬ 
ternity’s  central  office  in  charge,  but  in 
reality — since  he  is  supposed  to  know 
Chi  Psi  conditions  better  than  any  other 
member  of  that  fraternity — what  he 
recommends  to  his  superiors  is  invari¬ 
ably  concurred  in,  with  this  result,  that 
Chi  Psi,  to  all  practical  intents  and  pur¬ 
poses,  has  the  most  highly  centralized 
system  of  chapter  government  and  su¬ 
pervision  of  any  fraternity  to-day. 

In  this  connection  it  may  be  of  inter¬ 
est  to  Kappa  Sigma  to  learn  that  within 


the  last  few  weeks  The  Caduceas  has 
observed  a  tendency  on  the  part  of  sev¬ 
eral  fraternities  to  establish  closer  su¬ 
pervision  of  their  active  chapters  and  to 
centralize  the  general  work  in  the  hands 
of  amply  paid  secretaries.  Led  by  the 
president  of  Delta  Upsilon,  an  alumni 
committee  of  forty-eight  is  now  per¬ 
fecting  plans  that  may  give  to  that  fra¬ 
ternity  a  permanent  salaried  secretary, 
who  will  be  authorized  to  keep  a  close 
supervision  of  the  chapters  somewhat 
after  the  manner  of  Chi  Psi’s  traveling 
secretary.  In  a  letter  to  the  Sigma  Chi 
Quarterly  a  prominent  member  of  that 
fraternity  suggests  the  creation  of  a 
new  office  called  secretary  to  the  trium¬ 
virs  ;  “employ  a  man  to  give  all  his  time 
to  this  work  and  pay  a  reasonable  sal¬ 
ary,  say  $2,500  per  year;”  and  he  fur¬ 
ther  suggests  :  “Have  every  chapter  vis¬ 
ited  once  a  year  by  the  praetor  of  the 
province  and  once  a  year  by  one  of  the 
grand  officers.”  The  younger  element 
of  Zeta  Psi  is  working  for  the  establish¬ 
ment  of  a  central  office  in  New  York 
City,  with  a  permanent  secretary  in 
charge ;  this  office  and  the  secretary’s 
work  to  be  modeled  largely  after  Chi 
Psi’s  experiment.  And  again  the  fol¬ 
lowing  paragraph  is  taken  from  the  con¬ 
clusion  of  the  annual  report  of  Phi 
Kappa  Psi’s  secretary : 

“There  seems  to  be  a  general  desire 
to  have  visitations  by  the  officers  or 
archons  to  the  several  chapters.  Some 
of  the  districts  provide  the  traveling  ex¬ 
penses  for  archonial  visits,  but  in  other 
districts  this  is  too  much  of  a  burden 
because  of  distance.  Nothing  serves  to 
reveal  the  inner  life  of  a  chapter  as  well 
as  personal  acquaintance  and  observa¬ 
tion.  Every  member  of  the  executive 
council  would  be  better  able  to  advise 
and  help  the  several  chapters  could  they 
know  them  in  their  chapter  life.  Sug¬ 
gestions  as  to  how  such  visitations  may 
be  made  would  be  timely. — Caduceus  of 
Kappa  Sigma. 


FACULTY  PERSONALS 

Prof.  Frederic  P.  Gorham,  of  the  bio¬ 
logical  department  of  Brown  Univer¬ 
sity,  has  been  appointed  by  the  commis¬ 
sioners  of  shell  fisheries  of  the  State  of 
Rhode  Island  to  make  a  study  of  the 
distribution  of  the  sewage  in  Narragan- 
sett  Bay  in  relation  to  the  oyster  beds. 

Dr.  Henry  Van  Dyke,  ’73,  of  Prince¬ 
ton,  holder  of  the  Murray  professorship 
in  English  literature,  has  been  unani¬ 
mously  elected  an  honorary  fellow  of 
the  Royal  Society  of  Literature  of  the 
United  Kingdom.  This  is  an  honor  at 
present  enjoyed  by  only  one  other 
American — Joseph  H.  Choate. 

Bartholomew  J.  Spence,  Ph.D. 
(Princeton),  recently  appointed  Assist¬ 
ant  Professor  of  Physics  in  the  Univer¬ 
sity  of  North  Dakota,  has  been  for  the 
past  three  years  fellow  and  instructor  in 
physics  in  Princeton.  He  enters  upon 
his  new  work  in  September. 

Nathan  C.  Grimes,  instructor  in 
mathematics  at  the  University  of  Wis¬ 
consin,  will  go  to  the  University  of  Ari¬ 
zona  at  Tucson,  with  the  title  of 
professor  of  mathematics.  Professor 
Grimes,  who  received  the  degree  of 
master  of  arts  at  Wisconsin  last  June, 
came  to  Madison  four  years  ago,  after 
graduation  from  the  University  of 
Michigan. 

William  Alanson  Borden,  formerly  of 
the  Yale  library  and  now  librarian  at 
the  Young  Men’s  Institute,  has  resigned 
his  position  to  take  charge  of  the  task 


of  establishing  a  string  of  libraries  in 
Baroda,  India.  He  was  engaged  by  the 
Gaekwar  of  Baroda,  who  was  in  New 
York  on  a  visit.  Professor  Borden  was 
recommended  by  Dr.  Bumpus,  of  the 
American  Museum  of  Natural  History, 
New  York  City. 

William  Wellington  Norton,  B.S., 
M.A.  (Minnesota),  has  been  appointed 
instructor  in  music  and  director  of 
musical  organizations  in  the  Univer¬ 
sity  of  North  Dakota.  He  is  a  trained 
musician  of  twelve  years’  experience, 
having  been  connected  with  the  Thomas 
Orchestra  of  Chicago  and  the  Minne¬ 
apolis  Symphony  and  he  has  had  con¬ 
siderable  experience  in  training  mixed 
choruses.  He  is  himself  a  singer  and 
a  fully' qualified  and  competent  musical 
director. 

Word  has  been  received  at  Columbia 
University  from  Paris  that  Prof.  Ferdi¬ 
nand  Brunot,  professor  of  the  history  of 
the  French  language  at  the  Sorbonne, 
will  conduct  a  course  of  lectures  at  Co¬ 
lumbia  next  winter.  The  appointment 
was  made  by  the  council  of  the  Ser- 
bonne  at  the  solicitation  of  the  head  of 
Columbia’s  French  department,  who  is 
now  in  Paris,  and  was  not  made  in  ex¬ 
change  for  a  similar  appointment  of  a 
Columbia  professor  to  lecture  there. 

It  was  said  at  the  university  that  no 
definite  plans  in  connection  with  Pro¬ 
fessor  Brunot’s  lectures  have  been 
worked  out  and  that  no  one  could  say 
at  present  what  might  develop  through 
the  visit  of  the  lecturer  from  the  Sor¬ 
bonne. 


343 


i 


344 


The  American  College. 


Dr.  R.  Tait  McKenzie,  director  of 
physical  education  at  the  University  of 
Pennsylvania,  has  been  appointed  a  rep¬ 
resentative  of  the  United  States  at  the 
Third  International  Congress  on  Physi¬ 
cal  Education,  to  be  held  in  Brus¬ 
sels  from  August  io  to  13.  Dr.  Mc¬ 
Kenzie  was  appointed  by  the  secretary 
of  state  at  the  suggestion  of  Elmer  E. 
Brown,  commissioner  of  education.  Be¬ 
sides  taking  part  in  the  routine  proceed¬ 
ings,  it  is  probable  that  Dr.  McKenzie 
will  make  an  address  on  “Physical  Edu¬ 
cation  in  American  Colleges.”  On  the 
occasion  of  his  last  lecture  to  students 
of  the  Medical  School,  Dr.  James  Tyson 
received  a  loving  cup  from  members  of 
the  fourth-year  class  and  a  silver  platter 
from  the  members  of  the  third-year 
class  in  recognition  of  his  services. 

Dr.  Francis  Greenleaf  Allinson, 
David  Benedict  professor  of  classical 
philology,  has  been  chosen  to  fill  the 
chair  of  Greek  literature  for  the  year 
1910-11  at  the  American  School  of 
Classical  Studies  at  Athens.  This  insti¬ 
tution  is  supported  by  several  American 
universities  and  colleges,  including  Cor¬ 
nell,  Columbia,  Harvard,  Princeton, 
Yale,  Wisconsin,  Johns  Hopkins  and 
Brown,  and  they  select  each  year  a  pro¬ 
fessor  of  Greek  from  their  faculties  as 
the  incumbent  of  the  lectureship  at  Ath¬ 
ens.  The  subject  of  Professor  Allin- 
son’s  course  will  probably  be  “Greek 
Literature  and  Greek  Topography.” 

Professor  Allinson  was  graduated 
from  Haver  ford  in  1876,  and  received 
his  doctorate  from  Johns  Hopkins  in 
1880.  Before  coming  to  Brown  in  1895 
he  was  assistant  professor  of  Greek  and 
Latin  at  Williams  College. 

At  a  recent  meeting  of  the  board  of 
trustees  of  Cornell  University  Dr.  Burt 
G.  Wilder,  the  well-known  professor  of 
neurology  and  vertebrate  zoology,  who 
was  once  an  assistant  and  pupil  of  Louis 
Agassiz  and  entered  the  Cornell  faculty 
in  1867,  the  first  year  the  university 
opened,  was  retired,  having  reached  the 
age  limit.  At  the  same  time  Waterman 
Thomas  Hewitt,  professor  of  German 
languages  and  literature,  and  Lucien  A. 


Wait,  for  years  head  of  the  department 
of  mathematics,  both  of  whom  had 
served  as  professors  for  forty  years, 
were  also  retired.  All  three  will  receive 
Carnegie  Foundation  pensions. 

Professor  Wilder,  who  is  known  to 
thousands  of  Cornell  alumni  as  “Doc,” 
has  been  a  well-known  character  in  the 
university  community,  his  opposition  to 
spring  day  and  intercollegiate  athletics 
making  him  the  butt  of  undergraduate 
opposition.  He  has  also  won  notice  as 
censor  of  plays.  He  has  a  collection  of 
brains  of  the  most  celebrated  men  in 
the  country,  and  it  is  said  that  Goldwin 
Smith  had  arranged  that  his  brain 
should  go  to  the  Cornell  scientist. 

The  trustees  elected  former  Dean  T. 
F.  Crane  to  represent  the  university  at 
the  opening  of  the  new  national  Uni¬ 
versity  of  Mexico  in  the  City  of  Mexico 
on  September  22. 

Prof.  George  Frederick  Barker, 
M.D.,  Sc.D.,  LL.D.,  emeritus  profes¬ 
sor  of  physics  at  the  University  of 
Pennsylvania,  died  Wednesday,  May  25, 
in  Philadelphia,  Pa.  Professor  Barker 
was  born  at  Charlestown,  Mass.,  on  July 
14,  1835,  the  son  of  George  and  Lydia 
Prince  (Pollard)  Barker,  and  gradu¬ 
ated  from  the  Sheffield  Scientific  School 
in  1858.  In  Sheff  he  rowed  on  the 
Olympia  crew,  and  after  graduation 
studied  at  the  Albany  Medical  College, 
receiving  the  degree  of  M.D.  there  in 
1863.  He  was  later  given  the  degree 
of  Sc.D.  by  the  University  of  Pennsyl¬ 
vania  in  1898,  that  of  LL.D.  by  Alle¬ 
gheny  College  in  1898  and  an  LL.D. 
again  in  1900  by  McGill  University. 
He  served  successively  as  assistant  in 
chemistry  at  Harvard,  professor  of 
natural  science  at  Wheaton  College, 
Wheaton,  Ill.,  acting  professor  of  chem¬ 
istry  at  Albany  Medical  College,  pro¬ 
fessor  of  chemistry  Western  University 
of  Pennsylvania  and  assistant  in  chem¬ 
istry  at  the  Yale  Medical  School.  In  1867 
he  was  appointed  professor  of  physio¬ 
logical  chemistry  and  toxicology  in  the 
Yale  Medical  School,  holding  this  chair 
for  six  years.  He  was  then  professor 
of  chemistry  at  Williams  College  for 
one  year,  and  in  1873  received  the  ap- 


The  College  World. 


345 


pointment  of  professor  of  physics  at  the 
University  of  Pennsylvania,  which  posi¬ 
tion  he  held  until  1900,  since  which  time 
he  had  been  professor  emeritus  at  that 
university.  While  at  Yale  he  served  as 
state  chemist  of  Connecticut  in  1872 
and  served  as  expert  on  a  number  of 
toxical  cases.  He  was  a  member  of  the 
solar  eclipse  expedition  to  Rawlins, 
Wyo.,  in  1878,  was  a  commissioner  of 
the  United  States  to  the  Electrical  Ex¬ 
position  at  Paris,  France,  in  1881,  and 
received  from  the  French  government 
the  decoration  of  the  Legion  of  Honor. 
He  was  an  honorary  member  of  the 
Royal  Institute  of  Great  Britain.  His 
published  works  included :  “Text-book 
of  Elementary  Chemistry/’  “Advanced 
Course  in  Physics,”  numerous  magazine 
articles  on  scientific  subjects  and  ad¬ 
dresses,  lectures  and  reports.  He  was 
married  'at  New  Haven,  Conn.,  August 
15,  1861,  to  Miss  Mary  Minerva  Tread¬ 
way. 

ADMINISTRATION  AND 
LEGISLATION 

At  Wellesley,  during  the  past  year, 
four  new  departments  have  been  cre¬ 
ated  —  English  language,  economics, 
astronomy,  hygiene  and  physical  edu¬ 
cation. 

Letters  have  been  sent  to  several  hun¬ 
dred  preparatory  schools,  including  the 
public  high  schools,  asking  for  the  opin¬ 
ion  of  principals  on  the  matter  of  “na¬ 
tionalizing”  the  Yale  College  entrance 
examinations,  so  far  as  to  allow  the  sub¬ 
stitution  of  science  and  history  for 
Greek,  for  which  mathematics  and 
French  and  German  are  now  the  sub¬ 
stitutes.  The  change  will  make  it  easier 
for  pupils  in  high  schools,  particularly 
at  the  West,  in  which  history  and  sci¬ 
ence  are  requirements,  to  fit  for  Yale 
without  coming  to  Eastern  schools.  It 
is  almost  certain  that  the  plan  will  be 
carried  through  soon. 

Theodore  Roosevelt,  ’80,  was  elected 
an  overseer  of  the  Harvard  University, 
as  a  result  of  the  balloting  held  recently 
in  Lower  Massachusetts  Hall.  Other 


successful  candidates  were  Charles  W. 
Eliot,  ’53;  Francis  L.  Higginson,  ’63; 
Dr.  George  A.  Gordon,  ’81 ;  Abbott  L. 
Mills,  ’81,  of  Portland,  Ore.,  and  Au¬ 
gustus  A.  Willson,  ’69,  of  Frankfort, 
Ky.  Governor  Willson  was  elected  for 
two  years  to  fill  the  unexpired  term  of 
Simon  Newcombe,  deceased;  the  other 
overseers  will  serve  five  years. 

In  the  election  for  directors-at-large 
of  the  Harvard  Alumni  Association  the 
following  named  men  were  successful : 
William  Roscoe  Thayer,  ’81,  of  Cam¬ 
bridge;  Evart  Jansen  Wendell,  ’82,  of 
New  York  City,  and  James  Freeman 
Curtis,  ’99,  of  Washington,  D.  C. 

For  the  college  year  of  1910-  11  the 
Wharton  School  of  Finance  and  Com¬ 
merce  of  the  University  of  Pennsyl¬ 
vania  has  arranged  a  special  system  of 
grouping  studies  whereby  each  student 
will  be  required  to  work  in  courses 
mapped  out  under  the  group  which  he 
may  elect.  A  limited  number  of  elec¬ 
tives  will  be  permitted,  subject  to  the 
permission  of  an  adviser,  who  will  be 
retained  by  the  student  during  the  last 
three  years  of  his  college  course. 

The  system,  which  is  also  being  in¬ 
stalled  at  Harvard,  resembles  the  group 
method  now  in  vogue  in  the  arts  de¬ 
partment,  and  is  aimed  to  facilitate  the 
student’s  work  in  the  pursuit  of  his 
chosen  vocation  and  to  present  the 
courses  especially  adapted  to  each  line 
of  work  in  a  clear  and  concise  roster. 
Each  year’s  work  is  based  upon  the  pre¬ 
ceding  one  and  follows  logically  from 
it.  The  following  groups  are  offered : 

Accounting,  brokerage,  consular  and 
diplomatic  service,  economics,  finance, 
banking  and  bond  business,  geography, 
insurance,  journalism,  the  law,  manu¬ 
factures,  private  secretaryship,  civic 
work,  social  work,  transportation  and 
commerce,  and  a  general  course  espe¬ 
cially  adapted  to  men  who  have  not  de¬ 
cided  upon  their  vocation,  but  desire 
the  advantage  of  a  business  education. 
The  work  in  the  freshman  year  will  be 
the  same  for  all  students. 

Ohio  State  University  offers  the  fol¬ 
lowing  courses  in  business  administra- 


346 


The  American  College. 


tion  and  social  service.  The  first  and 
second  year’s  work  in  all  the  groups  is 
substantially  the  same  and  has  a  general 
cultural  value.  The  studies  are  taken 
from  those  required  for  graduation  in 
the  ordinary  college  of  arts,  philosophy 
and  science.  The  studies  of  all  groups 
for  the  first  and  second  years  are  as 
follows : 

First  Year. — Economic  and  social 
history  of  England  and  the  United 
States,  economic  geography,  paragraph 
writing,  physiography,  college  algebra 
and  trigonometry,  plane  trigonometry 
and  analytical  geometry,  modern  lan¬ 
guage  (German,  French  or  Spanish). 

Second  Year. — Principles  of  eco¬ 
nomics,  principles  of  sociology  or  ac¬ 
counting,  political  history  of  the  United 
States,  modern  language,  science  or 
mathematics. 

The  studies  for  the  third  and  fourth 
years  in  the  various  groups  are  as  fol¬ 
lows  : 

General  Business  Group. 

Third  Year.  —  Accounting,  public 
finance,  financial  history  of  the  United 
States  business  law,  business  statistics, 
organization  and  remuneration  of  labor, 
railway  economics,  medieval  history, 
modern  history,  international  law. 

Fourth  Year. — ’Poverty,  preventive 
philanthrophy,  seminary  in  sociology, 
field  work  in  sociology,  life  insurance, 
property  insurance,  history  of  philoso¬ 
phy,  animal  psychology  or  social  psy¬ 
chology,  abnormal  psychology,  folk 
psychology. 

Insurance  and  Banking  Group. 

Third  Year. — Money  and  currency, 
banking  and  the  money  market,  public 
finance,  financial  history,  accounting, 
business  law,  commercial  policies,  gen¬ 
eral  electives. 

Fourth  Year. — Life  insurance,  prop¬ 
erty  insurance,  advanced  accounting, 
auditing,  corporation  economics  or 
municipal  economics  and  finance,  mer¬ 
cantile  institutions,  foreign  markets, 
economic  seminary,  general  electives. 

Manufacturing  Group. 

Third  Year. — Organization  and  re¬ 
muneration  of  labor,  labor  legislation, 


railway  economics,  business  statistics, 
cost  accounting,  economic  geology,  eco¬ 
nomic  resources,  free  hand  drawing, 
principles  of  sociology,  science  or  other 
electives. 

Fourth  Year.  —  Corporation  eco¬ 
nomics,  industrial  organization,  business 
law,  foreign  markets  and  consular  sys¬ 
tem,  public  finance,  property  insurance, 
seminary  in  economics,  science  (the  one 
most  nearly  related  to  the  business  to  be 
pursued),  general  electives. 

Social  Service  Group. 

Third  Year. — Modern  charity,  crimi¬ 
nology,  accounting,  organization  and  re¬ 
muneration  of  labor,  labor  legislation  or 
the  immigrant,  general  psychology, 
French  or  German. 

Fourth  Year. — Economic  seminary, 
mercantile  institutions  in  domestic  trade, 
foreign  markets  and  the  consular  sys¬ 
tem,  corporation  economics,  taxation, 
life  insurance,  property  insurance,  gen¬ 
eral  electives. 

Trade  and  Transportation  Group. 

Third  Year. — Commercial  develop¬ 
ment,  commercial  policy,  money  and 
currency,  banking  and  money  market, 
elementary  accounting,  railway  eco¬ 
nomics,  railway  administration,  interna¬ 
tional  law,  general  electives. 

Fourth  Year. — Mercantile  institu¬ 
tions,  foreign  markets  and  the  consular 
system,  business  law,  business  statistics, 
corporation  economics,  economic  semi¬ 
nary,  property  insurance,  general  elec¬ 
tives. 

Accounting  and  Finance  Group. 

Third  Year. — Advanced  accounting, 
cost  accounting,  business  law,  business 
statistics,  theory  of  statistics,  money  and 
currency,  banking  and  the  money  mar¬ 
ket,  railway  economics,  railway  organi¬ 
zation  and  administration,  general  elec¬ 
tives. 

Fourth  Year. — Municipal  economics 
and  finance,  auditing,  life  insurance, 
property  insurance,  mathematics  of  in¬ 
surance  and  investments,  public  finance, 
financial  history  of  the  United  States, 
corporation  economics,  industrial  or¬ 
ganization,  seminary  in  economics,  gen¬ 
eral  electives. 


The  College  World. 


347 


Under  the  leadership  of  Harvard 
University,  a  plan  has  been  worked  out 
for  the  merging  into  a  single  depart¬ 
ment  all  the  university  extension  work 
done  in  Boston  and  its  suburbs.  The 
institutions  entering  into  this  merger 
are  Harvard,  Boston  University,  Massa¬ 
chusetts  Institute  of  Technology,  Sim¬ 
mons  College,  Boston  College  and  the 
Boston  Museum  of  Fine  Arts.  The 
Lowell  Institute  collegiate  courses  will 
form  a  part  of  the  extension  courses. 
Some  of  the  courses  for  teachers  hither¬ 
to  given  at  Boston  University  will  also 
be  included.  A  committee  of  represen¬ 
tatives  from  the  different  institutions  is 
considering  a  wholly  new  degree  from 
A.B.  or  S.B.,  to  be  given  students  in 
this  extension  work,  and  to  be  granted 
by  the  institution  under  which  most  of 
the  work  is  taken.  Prof.  James  Hardy 
Ropes,  who  has  long  been  on  the  teach¬ 
ing  staff  at  Harvard  Divinity  School, 
has  been  appointed  dean  of  the  depart¬ 
ment  of  university  extension. 

The  Harvard  faculty  of  arts  and  sci¬ 
ences  announce  forty-five  new  elective 
courses  for  the  next  academic  year. 
Twenty-eight  courses  are  to  be  omitted. 
There  will  be  an  addition  to  the  com¬ 
parative  literature  division  by  a  course 
dealing  with  the  dramatic  works  of 
Grillparzer  and  life  in  the  middle  ages. 
In  philosophy  Professor  Holt  will  lec¬ 
ture  on  the  history  of  psychological 
problems  and  Professor  Santayana  on 
the  philosophy  of  art.  Mathematics  will 
have  seven  new  courses.  Prof.  Max 
Friedlander,  of  the  University  of  Ber¬ 
lin,  will  give  a  general  history  of  the 
music  of  the  eighteenth  century,  and 
will  lecture  on  the  life  and  works  of 
Beethoven,  romanticism  in  music  and 
studies  in  general  musical  knowledge  for 
advanced  students.  Professor  Spalding 
will  give  a  half  course  in  advanced  har¬ 
mony,  and  Mr.  Hill  will  give  a  critical 
study  of  DTndy,  Faure  and  Debussey. 
The  only  new  course  in  forestry  is  one 
on  forest  entomology  by  Mr.  Brues.  In 
botany  Professor  Jeffrey  will  lecture 
on  morphology  and  Assistant  Professor 
Osterhoup  on  plant  physiology. 


Connecticut,  the  home  of  four  col¬ 
leges  for  men,  is  to  have  a  woman’s  col¬ 
lege,  according  to  the  plans  now  made 
public  by  a  committee  of  college  women 
who  for  several  months  have  been 
quietly  at  work  on  the  project.  The 
agitation  is  a  result  of  the  action  of  the 
Wesleyan  trustees  disbarring  women 
after  this  year,  and  the  prime  mover  in 
the  new  movement  is  Miss  Elizabeth 
C.  Wright,  of  Hartford,  a  graduate  of 
Wesleyan. 

Several  older  members  of  the  govern¬ 
ing  board  of  Wesleyan  and  members  of 
the  university  faculty  who  favored  co¬ 
education  have  hoped  to  see  a  woman’s 
college  established  at  Middletown.  A 
committee  of  Wesleyan  men  was  ap¬ 
pointed  to  make  plans  to  this  end,  but 
the  present  indications  are  that  the  new 
college  will  look  outside  of  Middletown 
for  a  site. 

Three  towns  already  have  made  bids 
for  the  new  college.  One  of  them  is 
Berlin,  about  midway  between  Hart¬ 
ford,  Meriden,  New  Britain  and  Mid¬ 
dletown.  Another  is  West  Hartford,  a 
suburb  of  the  capital  city.  The  Busi¬ 
ness  Men’s  Association  of  West  Hart¬ 
ford  is  taking  a  hand  in  the  matter  and 
five  sites  have  been  offered  for  the  pro¬ 
posed  college.  Willimantic  people  are 
saying  that  the  three  largest  colleges  of 
the  state  are  in  New  Haven,  Hartford 
and  Middletown  and  that  the  northeast¬ 
ern  part  of  the  state  is  collegeless.  The 
residents  of  Willimantic  are  willing  to 
offer  a  central  section  of  land  for  the 
college  formerly  belonging  to  the  local 
hotel. 

A  permanent  committee  has  been  ap¬ 
pointed  to  secure  a  site  as  the  first  step 
in  the  establishment  of  the  new  college. 
The  members  are  Miss  Wright,  Miss 
Partridge,  Col.  Charles  M.  Jarvis,  of 
Berlin,  and  former  State  Senator 
Charles  C.  Cook,  of  West  Hartford. 

NEW  BUILDINGS 

The  University  of  California  will 
have  its  first  dormitory  this  spring. 

SOUND  PROOF  BUILDINGS. 

From  the  Daily  Cardinal :  A  Hano¬ 
ver  professor  named  Nussbaiim  has  as- 


348 


The  American  College. 


certained  that  the  more  solid  and  tough 
and  strong  the  building  material  is,  the 
more  quickly  and  loudly  it  conveys 
sound  in  a  house.  He  says  its  conduc¬ 
tivity  can  best  be  tested  by  strokes  with 
a  piece  of  metal.  The  higher  the  tone 
the  greater  the  conductivity. 

Another  sound  law  in  building  is  that 
the  conductivity  increases  with  the  ten¬ 
sion,  as  is  perceivable  in  the  case  of 
wires  of  a  piano.  The  professor  made 
many  experiments  with  partition  walls. 
The  loudest  noise  was  transmitted  by 
those  of  tiles  and  cement,  while  the  least 
was  transmitted  through  walls  of  solid 
clay.  Between  the  two,  in  respect  of 
conductivity,  comes  the  wall  of  ordinary 
brick,  and  the  more  the  brick  is  burned 
the  more  noise  it  carries.  A  quickly 
hardened  lime  mortar  is  to  be  preferred 
to  clay  mortar. 

One.  experiment  showed  that  when  a 
floor  is  covered  with  sand  and  cork 
mats  spread  over  it  hardly  any  noise 
penetrates  to  the  room  below,  but  that 
when  the  mats  are  joined  together  by 
any  material  underneath  noises  are  at 
once  perceptible. 

Among  the  self-evident  results  were 
that  the  thicker  the  walls  the  less  pene¬ 
trating  the  sound,  that  double  windows 
and  double  doors  sensibly  diminished 
sound,  and  that  the  wall  curtains  and 
hangings  have  a  like  effect. 

How,  it  may  be  asked,  are  the  sounds 
of  the  piano  or  violin  in  the  neighbor¬ 
ing  flat  to  be  excluded?  The  profes¬ 
sor’s  reply  is  a  suggestion  to  treat  the 
ceiling  as  he  successfully  treated  the 
telephone  cell — namely,  to  line  it  with  a 
layer  of  zinc  or  lead. 

At  the  recent  commencement  of  the 
University  of  Pennsylvania  two  notable 
events,  not  on  the  program,  caused  the 
greatest  enthusiasm.  The  first  occurred 
when  Provost  Harrison  welcomed  to  the 
platform  the  Hon.  John  E.  Reyburn, 
mayor  of  Philadelphia,  who  spoke  as 
follows : 

“Mr.  Provost:  I  take  pleasure  in 
handing  you  a  copy  of  this  ordinance 
duly  signed  and  sealed,  which  grants  to 
the  trustees  of  the  University  of  Penn¬ 


sylvania  fifty-six  acres  of  land,  more  or 
less,  for  educational  purposes  forever.” 

In  reply,  Provost  Harrison  said, 
among  other  things : 

“I  gratefully  accept  these  documents 
from  your  hands,  and  they  come  upon 
an  auspicious  day,  for  upon  this  day  the 
university  has  adopted  an  official  flag, 
and  this  flag  bears  upon  it  the  arms  of 
the  Penn  family. 

“It  should  never  be  forgotten  that  the 
great  interest  of  William  Penn  was  in 
education,  and  the  letter  which  he  wrote 
concerning  education  should  always  be 
upon  the  minds  of  our  fellow  citizens — 
for,  to  use  his  own  written  words,  Will¬ 
iam  Penn  said : 

“  Tn  education  be  generous — spare 
no  cost,  for  by  parsimony  all  is  lost  that 
might  be  gained.’ 

As  Provost  Harrison  was  about  to 
award  the  degrees  to  the  graduating 
students,  Harry  P.  Braddock,  president 
of  the  class  of  1910  college,  advanced  to 
the  stage  and  made  the  following  an¬ 
nouncement  : 

“I  wish  to  publicly  announce,  as  a 
representative  of  the  student  body,  real¬ 
izing  the  splendid  and  marvelous  work 
done  for  our  university  by  Provost  Har¬ 
rison,  that  we  have  arranged  to  erect, 
in  the  immediate  future,  a  life-sized 
bronze  statue  of  him,  asking  him  to  ac¬ 
cept  this  as  a  slight  token  of  our  appre¬ 
ciation  of  his  services  and  our  love  for 
him.  We  believe  if  you  have  blessings 
to  bestow,  bestow  them  upon  the  living, 
for  none  but  God  can  help  or  bless  the 
dead.  The  sculptor  has  been  engaged, 
and  the  funds  for  the  completion  of  the 
work  are  amply  provided.  I  now  ask 
you,  Dr.  Smith,  whether  you  will  not 
act  as  custodian  of  these  vouchers  and 
executor  of  our  wishes.” 

APPROPRIATIONS  AND 
BEQUESTS 

Harvard  has  obtained  funds  which 
assure  the  building  of  a  research  labora¬ 
tory  in  memory  of  Dr.  Walcott  Gibbs, 
’88.  The  site  has  not  yet  been  deter¬ 
mined,  but  it  will  be  near  the  university 
museum.  This  laboratory  will  be  the 
first  of  a  series  to  compose  a  new  chemi- 


The  College  World. 


349 


cal  plant  for  instruction  in  elementary 
courses,  as  well  as  for  research  work. 
Fully  $500,000  in  all  will  be  needed  to 
serve  as  a  construction  fund  and  $500,- 
000  as  an  endowment  fund. 

Union  college  has  received  a  working 
model  of  one  of  the  most  modern  types 
of  freight  locomotives.  The  model  was 
presented  by  the  executors  of  the  estate 
of  Charles  L.  Palmer,  of  Albany.  Mr. 
Palmer  was  possessed  of  a  fascination 
for  building  working  models  of  large 
machines.  He  constructed  a  model  of 
an  English  engine  and  one  of  the  Amer¬ 
ican  type,  both  of  which  were  run  by 
steam  on  a  small  track.  The  English 
type  has  been  presented  to  Yale  Uni¬ 
versity. 

Otterbein  University  is  in  the  midst 
of  an  effort  for  the  raising  of  $500,000 
new  endowment.  At  the  close  of  the 
first  year  of  this  effort  $100,000  have 
been  pledged.  Two  gifts  of  $50,000 
and  $40,000,  respectively,  were  given 
by  individuals  and  families. 

At  its  recent  commencement  session 
the  board  of  trustees  authorized  the  pur¬ 
chase  of  twenty-five  acres  of  new  land 
nearly  adjoining  the  present  college 
campus  for  the  purpose  of  developing  a 
new  athletic  field  and  a  college  campus 
adequate  to  the  needs  of  the  growing  in¬ 
stitution. 

Tulane  has  added  a  department  of 
dentistry.  Stanford  has  added  a  de¬ 
partment  of  medicine.  Michigan  has 
started  a  course  in  landscape  gardening. 
Nebraska  has  added  a  department  of 
Swedish  language  and  literature.  Kan¬ 
sas  has  established  a  bureau  which  gives 
advice  to  cities  on  municipal  problems, 
including  sanitation  and  road  making. 
A  fellowship  of  $150,000  has  been  es¬ 
tablished  in  the  department  of  industrial 
chemistry  at  Kansas  for  studying  the 
treatment  of  wood  with  reference  to 
furniture  making. 

The  citizens  of  Aledo,  Ill.,  have  given 
to  William  and  Vashti  College  $15,000. 
This  is  a  part  of  a  $25,000  gift  which 
will  be  completed  this  summer.  The 


college  will  then  inaugurate  a  campaign 
for  $100,000  additional  endowment. 

Rev.  Arnold  E.  Moody  has  established 
a  prize  of  $25  to  be  given  to  that  mem¬ 
ber  of  the  senior  class  of  William  and 
Vashti  College  who  receives  a  majority 
of  the  votes  of  the  faculty  for  general 
excellence. 

MISCELLANEOUS 

In  order  to  fill  a  long-felt  want  for  a 
history  of  Sabrina,  the  goddess  of  the 
even  classes  at  Amherst",  Max  P.  Shoop, 
To,  has  written  a  book  describing  in  full 
the  adventures  of  the  little  bronze  statue 
ever  since  its  arrival  in  Amherst  in 
1857. 

By  a  vote  of  the  trustees  of  the  Pea¬ 
body  Museum,  Yale,  the  anthropologi¬ 
cal  section  will  be  enriched  by  the  trans¬ 
fer  to  it  of  a  large  osteological  collection 
of  the  late  Prof.  O.  C.  Marsh.  The  col¬ 
lection,  which  includes  several  hundred 
Indian  skulls,  has  never  been  exhibited. 

Harvard  University  has  decided  to 
accept  a  number  of  exchange  students 
from  Scandinavian  universities,  exempt¬ 
ing  from  the  regular  tuition  fees  for  a 
period  of  ten  years,  three  advanced  stu¬ 
dents  from  Scandinavian  universities, 
who  may  be  recommended  by  the  Amer- 
ican-Scandinavian  Society. 

Retiring  allowances  granted  by  the 
Carnegie  Foundation  to  persons  con¬ 
nected  with  Harvard  University,  and 
paid  through  the  treasurer,  amounted 
during  the  year  to  $17,919.85.  Allow¬ 
ances  paid  from  the  income  of  the  Re¬ 
tiring  Allowance  Fund,  which  was  es¬ 
tablished  in  1879,  amounted  to  $16,- 
627.41.  A  retiring  allowance  of  $1,000 
was  paid  from  current  income.  The 
total  of  these  payments  was  $35,547.26, 
which  was  distributed  among  twenty- 
three  persons.  The  total  paid  on  ac¬ 
count  of  fellowships,  scholarships, 
prizes,  loans  and  awards  of  financial  aid 
amounted  during  the  year  to  $145,- 
479.23.  This  amount  includes  not  only 
awards  made  partly  or  solely  on  account 
of  need,  but  also  fellowships  and  schol- 


The  American  College. 


35° 


arships  awarded  partly  or  solely  in  rec¬ 
ognition  of  high  scholarship. 

The  committee  empowered  by  the 
Cornell  faculty  to  award  prizes  offered 
for  the  most  artistic  designs  to  be  used 
either  in  whole  or  in  part  toward  the 
formation  of  a  university  emblem  has 
awarded  the  first  prize  of  $200  to 
Bailey,  Banks  &  Biddle,  of  Philadelphia. 
The  second  prize  of  $50  has  been 
awarded  to  Edwin  S.  Healy,  of  Bloom¬ 
field,  N.  J.,  a  sophomore  in  the  College 
of  Civil  Engineering.  Honorable  men¬ 
tion  goes  to  a  design  submitted  by  Jessie 
Blanche  Parks.  The  awards  were  made 
with  the  authorization  of  the  board  of 
trustees.  Further  consideration  will  be 
given  the  selection  of  a  university  em¬ 
blem  at  the  October  meeting  of  the 
faculty. 

Owners  of  Corbin  Park  have  granted 
the  use  of  it  to  the  Harvard  School  of 
Forestry.  It  is  a  large  forest  reserva¬ 
tion  in  the  southern  part  of  New  Hamp¬ 
shire,  covering  about  30,000  acres, 
which  have  for  some  years  past  been 
under  careful  management  of  forestry 
experts,  and  it  offers  an  excellent  op¬ 
portunity  for  practical  work.  At  its  last 
meeting  the  faculty  of  arts  and  sciences 
approved  the  establishment  of  a  degree 
with  distinction  in  mathematics  and 
education,  to  be  administered  by  a 
standing  committee  of  three,  with  per¬ 


tain  fixed  requirements.  The  committee 
reserves  the  power  of  exercising  an  in¬ 
dependent  judgment  in  each  case,  but 
it  must  always  be  satisfied  that  the  pro¬ 
gram  offered  furnishes  a  sufficient  basis 
for  distinction,  and  that  the  quality  of 
the  work  justifies  a  recommendation. 

President  Shanklin,  of  Wesleyan  Uni¬ 
versity,  has  announced  that  the  institu¬ 
tion  has  been  accepted  by  the  trustees 
of  the  Carnegie  Foundation,  but  that 
the  university,  as  in  the  past,  will  be 
allowed  to  have  thirteen  of  its  trustees 
elected  by  conferences  and  other  bodies 
of  the  Methodist  Episcopal  Church.  Dr. 
Shanklin  said  that  Wesleyan  is  the  only 
institution  on  the  Foundation  retaining 
this  privilege.  Wesleyan  is  the  oldest 
Methodist  college  in  this  country.  Pres¬ 
ident  Shanklin  also  announced  that  the 
Walkely  prize,  awarded  for  excellence 
in  psychology,  the  most  munificent  prize 
in  the  gift  of  the  university,  had  been 
awarded  to  Elizabeth  Zelits,  one  of  the 
women  students  who  by  vote  of  the 
trustees  are  to  be  excluded  from  the 
university  hereafter.  Five  of  the  ten 
women  students  in  the  class  with  54 
men  carried  off  prizes  and  honors, 
which  was  particularly  galling  to  the 
men.  Constantine  Marius  Panunzio,  of 
Malfelta,  Italy,  a  male  member  of  the 
class,  took  two  prizes.  He  was  the  only 
member  of  the  class  to  get  more  than 
one  prize. 


THE  COLLEGE  PRESS 


44  THE  UNDIVINE  COMEDY  ” 

Paradise. 

A  shaded  room, 

An  open  fire, 

A  cozy  nook, 

And  your  heart’s  desire. 

Purgatory. 

The  self-same  room, 

With  lights  a-few, 

The  self-same  nook, 

With  ma  there,  too. 

Inferno. 

The  room,  the  shade, 

The  nook,  the  fire, 

The  blessed  chance, 

And  enter,  sire ! 

— Concordiensis. 

TO  AFFECT  THE  BETTING 

“I  am  lying  in  weight  for  you,”  said 
the  Crimson  reporter  to  the  captain  as 
he  bugged  the  crew  statistics. 

— Harvard  Lampoon. 

HEARD  AT  A  CAMBRIDGE  CAFE 

“I  ordered  three  eggs.  Where  is  the 
other  one?” 

“I  must  have  mislaid  it.” 

“Then  I  don’t  want  it.” 

— Harvard  Lampoon. 

AT  A  DISCOUNT 

A  student,  being  financially  crippled, 
once  took  a  dollar-and-a-half  book  to  a 
second-hand  book  store  and  sold  it.  The 
book  had  never  been  used. 

What  did  the  student  do  with  his  20 
cents  ?  — Yale  Record. 


LITERAL 

First  Excited  Reader — But  look — 
he’s  kissing  her  right  on  the  chin ! 

Second  Also  (quoting) — “Not  fail¬ 
ure,  but  low  aim,  is  crime.” 

— Chaparral. 

SUBTLE  SARCASM 

Student  (showing  father  through  Co¬ 
lumbia  library) — How  d’ye  like  the  li¬ 
brary,  pop? 

Father — Do  you  mean  to  tell  me  this 
is  all  you  have  left  of  those  books  I’ve 
been  sending  you  money  for? 

— Jester. 

WALL  STREET 

“Went  into  town  to-day  to  take  a 
little  flier  in  stocks.” 

“That  so?  How  did  you  come  out?” 

“Walked.”  —  Yale  Record. 

JUST  A  LITTLE  HOARSE 

Hi — That’s  a  bad  cough. 

Si — I  know,  but  it’s  the  best  I’ve  got. 

— Tiger. 

LIKE  MOTHER,  LIKE  DAUGHTER 

“That  puts  a  different  complexion  on 
the  matter,”  murmured  the  fair  maiden 
as  she  spied  the  rouge  on  her  mother’s 
dresser.  — Tiger. 

QUITE  RIGHT 

“Tommy,”  the  schoolma’am  asked, 
“why  are  you  scratching  your  head?” 

“Cause  nobody  else  knows  just  where 
it  itches.” 


351 


352 


The  American  College. 


WELL  TRAVELED 

An  American  tourist  on  the  summit 
of  Vesuvius  was  appalled  at  the  gran¬ 
deur  of  the  sight. 

“Great  snakes !”  he  exclaimed,  “it  re¬ 
minds  me  of  Hades.” 

“Gad,  how  you  Americans  do  travel  !” 
replied  an  English  friend  who  stood 
near  by. 

— University  of  Wisconsin  Daily. 

NO 

“It  was  Charles  Kingsley,  wasn’t  it, 
who  said :  ‘Men  must  work  and  women 
must  weep’?” 

“I  don’t  know,  but  he  didn’t  mean  to 
give  out  the  impression  that  women 
weep  because  men  must  work,  did  he?” 

— Monmouth  Oracle. 

BASEBALL  DICTIONARY 

1.  Baseball — A  solid  globule  that  is 
the  cause  of  much  noise. 

2.  Bat — There  are  several  varieties. 
The  kind  the  players  use  on  the  field  is 
made  of  wood  and  is  used  to  hit  the 
umpire  and  sometimes  the  ball.  Those 
used  off  the  field  are  made  of  excursions 
to  Dutch  dairy  lunches,  such  as 
Schiek’s,  etc.  There  is  also  an  animal 
called  a  bat. 

14.  Strike — A  strike  is  when  a  player 
swings  at  the  ball  or  doesn’t  swing  at  it. 
When  he  doesn’t  swing  at  it  and  the 
home  team  is  at  bat,  it  is  a  mistake  of 
the  umpire. 

11.  Pitcher — An  escaped  contortion¬ 
ist. 

7.  Fielder — A  man  who  stands  by 
himself  and  talks  and  talks  and  talks. 

3.  Catcher — An  imitation  of  a  knight 
in  armor  that  the  pitcher  tries  to  hit  and 
the  batter  tries  to  protect. 

8.  Foul — A  batted  ball  that  is  the 
source  of  many  cheap  puns. 

15.  Umpire — A  reckless  man  with  a 
big  voice  and  a  life  insurance  policy. 

6.  Fan — Any  one  who  has  a  quarter 
and  an  undying  thirst  for  the  umpire’s 
blood. 

13.  Score — What  every  one  wants  to 
know. 

12.  Rain  checks — Small  slips  of  paper 
that  the  management  distributes  to  pre¬ 
vent  rain. 


4.  Coacher — A  player  with  an  exten¬ 
sive  vocabulary  which  he  makes  humor¬ 
ous  use  of  at  the  expense  of  the  oppos¬ 
ing  team. 

9.  Home  run — A  big  hit  with  the 
crowd. 

5.  Error — Hell. 

10.  Manager — A  man  who  sits  with 
the  players  and  gives  them  what  an 
error  is  when  they  make  one. 

— Minnehaha. 

CLOTHES 

Coed — They  say  she  loves  him  be¬ 
cause  he  wears  such  stylish  clothes. 

Maiden — I  guess  that’s  what  you’d 
call  a  suit  case.  — Chaparral. 

POSSIBLY 

•  Chas. — Do  you  know  that  chap  ?  He 
looked  very  hard. 

Jas. — Is  that  any  reason  why  I  should 
know  him?  — Jester. 

A  PARADOX 

Dan  Cupid  is  a  marksman  poor, 
Despite  his  love  and  kisses, 

For  while  he  always  hits  the  mark, 
He’s  always  making  Mrs. 

— Widow. 

TAKEN  FROM  THE  GREEK 

King  Herod  sat  in  his  royal  chamber. 
A  page  entered. 

“Salome,  the  dancer,  is  without,”  an¬ 
nounced  the  page. 

“I  suppose  she  is,”  growled  the  king 
crossly,  “but  tell  her  to  come  in  cos¬ 
tume.  We’ll  have  our  dance  with  to¬ 
day.”  0  — Minnehaha. 

CONTRASTS 

Much  happens  to  provoke  a  man 
When  he  is  at  the  dinner  table 

Compare  the  fruit  that’s  in  the  can 
With  that  upon  the  outside  label ! 

AS  IT  WILL  BE 

Statesman  (addressing  the  graduat¬ 
ing  class  at  Barnard) — I  see  before  me 
the  future  presidents  of  this  great  na¬ 
tion.  — Jester. 


The  College  Press. 


353 


SURE 

Maudlin — What’s  that  little  place  on 
top  of  the  grand  stand? 

Charley  Horse — The  press  box,  dear. 

Maudlin — Oh,  Charley,  can’t  we  sit 
there?  — Yale  Record. 

ENOUGH 

Andrew  Carnegie,  discussing  at  a 
dinner  in  Pittsburg  the  Pittsburg  graft 
scandals,  said : 

“Exposure  followed  exposure  so 
thick  and  fast  that  to  express  astonish¬ 
ment  became,  after  a  while,  ridiculous — 
like  the  astonishment  of  the  waiter. 

“A  waiter,  you  know,  brought  a  gen¬ 
tleman  a  salad  with  his  chicken,  and  the 
gentleman,  after  eating  a  little,  said : 

“  ‘Look  here,  waiter,  there’s  a  worm 
in  this  salad!’ 

“  ‘That  astonishes  me,  sir,’  the  waiter 
answered.  ‘I  only  just  removed  four 
from  it,  sir.’  ” 

NOTHING  DOING 

Mrs.  Newlywed — Nora,  what’s  that 
loud-voiced  man  in  the  alley  calling 
out? 

Domestic — Rags  and  old  iron,  ma’am. 

Mrs.  Newlywed — Tell  him  we  don’t 
want  any.  — Polymnian. 

ALL  FROM  THE  SAME  BOX 

(A  combustion  in  one  gulp.) 

Tom — Corn  flakes  and  cream. 

Dick — Post  toasties  and  milk. 

Harry — Force  and  half  and  half. 

Waiter — Three  shavings,  damp ! 

— Yale  Record. 

PERPLEXING  CASE  AT  LAW 

Prof,  (after  calling  on  Blank  and 
waiting  for  him  to  recite) — Seems  to 
me,  Blank,  you  ought  to  be  able  to  an¬ 
swer  my  question  with  all  the  prompt¬ 
ing  you’re  getting  back  there. 

Blank — Well,  professor,  there’s  such 
a  difference  of  opinion  back  here  that — 

— Gargoyle. 


RUSHING 

1911 — Why  don’t  you  go  to  see  Miss 
S —  once  in  a  while?  You’re  engaged 
to  her,  aren’t  you? 

1910 — Well,  you  see,  I’ve  got  her 
pledged,  but  I’m  not  going  to  bid  her. 

— Jack  O’Lantern. 

AS  IT  WAS  IN  THE  BEGINNING 

My  lady’s  Easter  hat  was  a  stunner  and 
all  that 

(So  was  the  price)  ; 

I  said,  “Now  listen  kid,  if  you  want  to 
buy  a  lid, 

Buy  one  that’s  nice.” 

And  she  did ! 

But  neighbor’s  wifey  saw  and  tilted  up 
her  jaw 

(Which  wasn’t  nice), 

And  said  to  her  old  kid,  “I  must  get  a 
finer  lid 

Of  higher  price.” 

And  she  did ! 

And  then  the  strife  began.  (Lord  take 
pity  on  the  man  that  buys  the  lid) . 
For  in  my  pride  I  spoke,  “Wifey,  beat 
the  other  bloke.” 

And  she  did! 

Now  I’m  broke. 

— Sphinx. 

THE  ANNUAL  QUESTION 

Now  leafy  June  is  here  again 

The  elm  tree  bugs  their  banquet  seek, 
The  colleges  give  LL.D.’s, 

And  it  gets  hotter  every  week. 

The  blithe  vacationist  sets  out 
To  find  a  place  four  dollars  per, 
While  most  of  us  will  stay  at  home, 
And  spend  the  summer  as  we  were. 

And  now  the  annual  question  comes, 
To  all  us  men — no  doubt  to  you ; 
“Must  I  go  buy  a  new  straw  hat, 

Or  can  I  make  the  old  one  do?” 


Prof.  E.  G.  Sihler,  of  New  York  Uni¬ 
versity,  hopes  to  issue  next  winter  a 
critical  biography  of  Julius  Caesar,  with 
a  survey  of  the  sources.  An  appendix 
will  deal  with  Mommsen,  Froude  and 
Ferrero. 

A  summary  of  laws  of  all  states  of  the 
Union  governing  child  labor  has  been 
compiled  by  Laura  Scott,  Madison, 
Wis.,  a  junior  in  the  University  of  Wis¬ 
consin,  under  the  direction  of  Prof. 
John  R.  Commons,  of  the  political 
economy  department.  It  is  published  by 
the  American  Association  for  Labor 
Legislation,  of  which  Dr.  John  B.  An¬ 
drews,  Wisconsin,  ’02,  is  secretary. 

Leonard  P.  Ayres,  Ph.D.,  in  his 
forthcoming  publication,  “Open  Air 
Schools/’  says  that  “the  modern  world 
has  made  two  so-called  discoveries — the 
value  of  children  and  the  benefits  of  out¬ 
door  life.”  Convincing  results  testify 
of  the  prime  importance  of  the  outdoor 
school  for  building  up  children  who  are 
subnormal  physically.  Dr.  Ayres  was 
formerly  superintendent  of  schools  for 
Porto  Rico  and  is  now  associate  direc¬ 
tor  of  the  educational  department  of  the 
Russell  Sage  Foundation.  He  has  made 
a  careful  study  of  child  hygiene,  and 
his  conclusion  based  upon  this  study  is 
that  “about  5  per  cent,  of  the  school 
children  of  our  large  cities  are  in  such 
debilitated  condition  physically  as  to 
need  such  treatment  as  that  afforded  by 
special  schools  of  the  open-air  type.” 

EDITION  OF  MILTON'S  WORKS 

The  trustees  of  Columbia  University 
have  arranged  to  publish  through  the 


Columbia  University  Press  a  complete 
edition  of  the  works  of  John  Milton,  in 
verse  and  in  prose,  in  English  and  in 
Latin.  Strangely  enough,  it  is  impos¬ 
sible  for  a  lover  of  English  literature  to 
have  on  his  shelves  an  approximately 
complete,  uniformly  edited  and  ade¬ 
quately  presented  text  of  the  entire 
work  of  one  of  the  two  noblest  figures 
in  English  literature.  There  is*  a  special 
fitness  in  the  undertaking  of  this  pious 
task  in  connection  with  the  recent  ter¬ 
centenary  celebration  of  Milton’s  birth. 

The  editorial  supervision  of  the  work 
has  been  accepted  by  William  P.  Trent, 
LL.D.,  professor  of  English  literature 
in  Barnard  College.  Professor  Trent 
has  already  published  a  study  of  Milton, 
and  is  now  completing  a  biography  and 
bibliography  of  Daniel  Defoe,  which  is 
to  be  issued  shortly  in  three  volumes  by 
the  Press.  For  his  difficult  task  Pro¬ 
fessor  Trent  is  qualified  by  lifelong  de¬ 
votion  to  the  great  poet  and  by  a  special 
training  in  English  history. 

The  Columbia  University  edition  of 
Milton  is  intended  to  be  complete,  au¬ 
thoritative  and  definitive.  It  will  ex¬ 
tend  to  not  less  than  eight  volumes, 
large  octavo.  It  will  be  illustrated  by  a 
chronological  sequence  of  portraits  of 
Milton,  and  also  by  views  of  places 
identified  with  the  poet.  It  will  be  fur¬ 
nished  with  facsimiles  of  manuscripts 
and  of  title  pages.  Special  attention 
will  be  given  to  bibliographical  detail. 

The  preparation  and  publication  of 
this  memorial  will  be  added  evidence 
that  American  scholarship  is  glad  al¬ 
ways  to  do  its  share  in  honoring  the 
foremost  figures  of  that  literature  which 


354 


/ 


The  College  Library.  355 


is  ever  the  most  precious  possession  of 
the  English-speaking  peoples. 

In  addition  to  the  standard  library 
form,  this  work  will  be  published  also 
in  a  limited  large  paper  edition. 

EURIPIDES  IN  ENGLISH 

In  “The  Iphigenia  in  Taurus”  of  Eu¬ 
ripides  (Oxford  University  Press) 
Prof.  Gilbert  Murray  gives  one  more 
of  his  admirable  versions  of  the  Greek 
drama,  and  especially  of  Euripides,  with 
which  he  has  been  enriching  English 
letters  during  the  past  decade.  He  mod¬ 
estly  claims  only  to  translate  them  into 
English  rhyming  verse,  but  his  lines  re¬ 
tain  much  of  the  glow  and  vigor,  and 
even  the  rhythm,  of  the  original  Greek. 
They  have  the  quality  of  a  true  transla¬ 
tion,  that  they  can  be  read  as  if  they 
were  original  verse.  Take,  for  instance, 
the  following  lines  from  one  of  the 
choruses  of  the  “Iphigenia”  : 

A  flash  of  the  foam,  a  flash  of  the  foam, 

A  wave  on  the  oarblade  welling, 

And  out  they  passed  to  the  heart  of  the 
blue : 

A  chariot  shell  that  the  wild  winds 
drew. 

Is  it  for  passion  of  gold  they  come, 

Or  pride  to  make  great  their  dwell- 
ing? 

CHINESE  RELIGIONS* 

In  the  second  series  of  lectures  on  the 
Hartford-Lamson  foundation,  the  pro¬ 
fessor  of  ethnography  in  the  University 
of  Leyden  gives  another  proof  of  his 
erudition  respecting  the  religious  beliefs 
of  the  Chinese  people.  After  an  ex¬ 
ceedingly  clear  exposition  of  animism  as 
the  primeval  form  of  their  religion,  he 
shows  how  it  remains  the  core  of  it  to 
the  present  day.  The  chapters  on  Con¬ 
fucianism  and  Taoism,  the  native  sys¬ 
tems,  and  Buddhism,  the  exotic  element, 
are  lucid  summaries  of  these  faiths,  and 
indicate  their  relation  and  their  points 
of  fusion,  which  make  it  possible  to 
speak  of  Chinese  religions  to-day  as  one 
religion.  The  book  will  be  welcomed 
by  those  who  are  interested  in  the  study 

♦The  Religion  of  the  Chinese.  J.  J.  M.  DeGroot. 
230  pages.  Macmillan,  1910.  jfi.25. 


of  comparative  religion  and  will  be  of 
special  value  to  all  who  seek  to  under  ¬ 
stand  the  character,  temper  and  beliefs 
of  the  Chinese  people. 

AN  OUTLINE  FOR  ENGLISH 
STUDIES* 

This  compact  hand-book  is  an  excel¬ 
lent  specimen  of  a  convenient  type  of 
literary  help.  Yet  we  cannot  help  think¬ 
ing  it  almost  a  menace  to  good  teaching, 
it  gives  the  poor  teacher  so  good  an 
equipment.  A  person  fit  to  teach  Eng¬ 
lish  literature  ought  not  to  need  it,  and 
the  unfit  will  either  misuse  it  or  use  it 
by  rote,  without  judgment,  and  so  make 
literature  even  more  a  dead  thing  than 
it  would  have  been  without  it.  Lacking 
its  guide-posts,  an  ill-equipped  teacher 
might  have  had  the  inspiration  to  turn 
his  pupils  loose  in  the  fair  fields  of  Eng¬ 
lish  literature  to  shift  for  themselves — 
perhaps  the  best  thing  that  any  teacher 
can  do  for  them.  Next  to  that — and  it 
is  perhaps  an  impossible  ideal  in  these 
days  of  pedagogy — would  come  an  in¬ 
telligent  use  of  such  helps  as  are  given 
in  this  book.  But,  in  the  name  of  litera¬ 
ture,  let  it  be  taken  as  a  teacher’s  guide, 
not  as  a  pupil’s  goal.  We  venture  to 
assert,  for  instance,  that  a  pupil  might 
cram  up  sufficient  knowledge  to  gain  a 
perfect  mark  in  each  of  the  25  subjects 
listed  on  pages  10  and  11,  and  yet  not 
have  the  faintest  glimmering  apprecia¬ 
tion  of  Chaucer’s  poetry,  while,  on  the 
other  hand,  he  might  not  know  the  dif¬ 
ference  between  a  buffoon  and  a  jug¬ 
gler,  and  yet  thrill  with  the  charm  of 
the  Prologue  and  the  Knight’s  Tale.  It 
is  even  possible  that  the  larger,  broader, 
humaner  knowledge  imparted  or  called 
for  by  this  book  may  be  more  dangerous 
than  the  pettifogging  pedantry  of  the 
older  type,  as  more  easily  mistaken  by 
intelligent  students  for  an  acquaintance 
with  literature,  which  may  indeed  be 
critical  and  historical,  but  which  must 
first  and  last  be  spiritual.  The  enjoy¬ 
ment  of  literature  is  the  true  test  of  its 
appreciation.  The  student  should  not 

♦Study  Book  in  English  Literature,  from  Chaucer  to  the 
Close  of  the  Romantic  Period,  by  E.  R.  Hooker  Boston, 
D.  C.  Heath  and  Co.,  1910.  315  pages,  map. 


35^ 


The  American  College. 


be  compelled  painfully  to  regurgitate  in 
order  to  analyze  chemically  the  dainties 
that  tickle  his  palate. 

The  necessity  of  providing  an  ade¬ 
quate  account  of  the  wonderful  period 
comprised  in  the  last  hundred  years  has 
presented  itself  to  Mr.  Charles  Downer 
Hazen,  professor  of  history  in  Smith 
College,  and  he  has  given  us  “Europe 
Since  1815”  (Henry  Holt  &  Co.).  The 
purpose  of  his  work  is  to  present  in  its 
broadest  outlines  the  history  of  Europe 
since  the  downfall  of  Napoleon  and  to 
furnish  an  explanation  of  the  internal 
development  of  the  various  nations  to¬ 
gether  with  their  external  relations,  so 
far  as  these  have  been  vital  or  deeply 
formative.  The  great  tendencies  of  the 
century,  he  says,  the  transference  of 
power  from  oligarchies  to  democracies, 
the  building  up  of  nations  like  Germany, 
Italy  and  the  Balkan  States,  which  was 
the  product  of  long  trains  of  causes,  of 
sharp,  decisive  events,  of  the  potent  ac¬ 
tivity  of  commanding  personages,  the 
growing  pressure  of  Europe  on  the 
world  outside,  the  increasing  conscious¬ 
ness  in  our  day  of  the  urgency  of  eco¬ 


nomic  and  social  problems,  are  what  he 
aims  to  set  forth.  Instead  of  adopting  a 
rigidly  chronological  method  or  writing 
a  dozen  histories  instead  of  one  by  tak¬ 
ing  each  nation  in  turn  as  a  unit  he  has 
worked  out  a  plan  of  his  own,  bringing 
down  more  or  less  together  the  histories 
of  those  countries  which  have  so  inti¬ 
mately  and  significantly  interacted  upon 
each  other,  Austria,  Prussia,  France 
and  Italy,  that  the  evolution  of  one  can¬ 
not  be  even  approximately  understood 
apart  from  a  knowledge  of  the  current 
evolution  of  the  others.  He  then  re¬ 
turns  to  his  starting  point,  1815,  and 
traces  the  histories  of  England,  Russia 
and  the  lesser  states  separately,  thus 
gaining  the  advantage  of  being  able  to 
show  their  continuous  development.  By 
a  secondary  application  of  this  method 
to  the  first  mentioned  group  of  nations, 
which  involves  bringing  each  history 
down  to  a  definite  crisis  or  achievement, 
and  repeating  the  process  a  second  time 
the  whole  labyrinthine  course  of  Euro¬ 
pean  history  and  diplomacy  in  what  we 
may  call  the  “wonder  cycle”  becomes  il- 
luminatingly  clear. 


THE  AMERICAN  COLLEGE— Advertising  Section 


Directory  of  Public  Accountants 


An  important  factor  in  college  efficiency  is  the  businesslike  handling  of  the  financial  accounts 
and  securities,  and  a  proper  system  of  bookkeeping  and  auditing.  These  should  usually  be  under 
the  supervision  of  an  outside  accountant.  The  American  College  knows  the  professional  stand¬ 
ing  of  the  following  firms  of  public  accountants,  and  confidently'  recommends  their  services  to  any 
college  requiring  their  aid: 

Lybrand,  Ross  Bros*  &  Montgomery  .  165  Broadway,  New  York 

Also  at  Chicago,  Pittsburg  and  Philadelphia 

Mac  Rae,  Jameson  &  Co . 68  William  St*,  New  York 

Also  at  Boston  and  Baltimore 

Pogson,  Peloubet  &  Co.  *  *  *  ♦  42  Broadway,  New  York 

Also  at  Chicago,  St.  Louis  and  Butte,  Montana 

Touche,  Niven  &  Co . 30  Broad  St*,  New  York 

Also  at  Chicago,  Toronto,  Ont.,  and  London,  Eng. 

Townsend,  Dix  &  Yale  *  *  *  *  31  Nassau  St*,  New  York 


CLARENCE  F.  BIRDSEYE 


WILLIAM  A.  ROWAN 


Directing  Editor 


Business  Manager 


Published  Monthly  by  the  Higher  Education  Association 

CLARENCE  F.  BIRDSEYE  .  .  President 

J.  F.  PERDUE . Secretary 

ARTHUR  H.  POGSON  ....  Treasurer 


Subscription  Price:  One  year,  $2.50;  single  copies,  25  cents;  Foreign,  one  year, 
$3.50;  Canadian,  $3.00. 

Advertising  Rates  furnished  on  application. 

Manuscripts  and  contributions  for  the  various  departments  of  The  American  College 
are  solicited. 

Address  all  communications  to 

THE  AMERICAN  COLLEGE,  i  Liberty  St.,  New  York 

Applfcation  made  at  New  York  City  for  entry  as  mail  matter  of  the  second  class 


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THE  AMERICAN  COLLEGE — Advertising  Section 


ARE  YOU 
SATISFIED? 


Would  you  better  your  condition  if  you  could?  Don’t  you 
sometimes  look  longingly  toward  the  Land  of  Promise  by  the 
shores  of  the  Western  Sea?  Don’t  you  at  times  feel  the  call 
of  the  West,  the  lure  of  the  boundless  plains,  of  the  snow¬ 
capped  mountains  and  the  ever-restless  sea?  Wouldn’t  you 
like  to  live  out  here  in  God’s  country  in  the  land  of  plenty  and 
prosperity?  Your  friends  have  come  West.  When  are  you 
coming?  Do  you  want  to  learn  all  about  the  resources  and  , 
opportunities  to  be  found  in  Oregon,  Washington  and  Idaho 
and  other  sections  of  the  West?  Are  you  interested  in  fruit¬ 
raising,  dairying,  or  general  farming?  Do  you  want  to  know 
about  the  United  States  Reclamation  Projects  and  free  Gov¬ 
ernment  land?  If  you  do,  send  twenty-five  cents  for  three  late 
issues  of  the  Pacific  Monthly  of  Portland,  Oregon,  or  better 
still,  fill  out  the  blank  below  and  mail  it  with  $1.50  to  the 
Pacific  Monthly. 


Pacific  Monthly,  Portland,  Oregon 

Gentlemen : 

Enclosed  find  $1.50  for  the  Pacific  Monthly  for  one  year’ 

beginning  with  the . issue. 

Name . . 

Address . . 


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THE  AMERICAN  COLLEGE— Advertising  Section 


The  JOHNSON  PRESS 

142  FULTON  STREET,  NEW  YORK 

DESIGNERS  AND  PRINTERS 


Work  shipped  to  any  part 
of  the  United  States 

We  make  a  specialty  of 
Fraternity  Printing 
and  solicit  work  from  any 
part  of  the  country 


COLOR  WORK  A  SPECIALTY 

Trrhns“s  McKEE,  BENDALL  &  PERRINE 

- Inc. -  NEW  YORK 

are  pleased  to  offer  their  services  in  the  preparation  and  designing  of 
Booklets,  Programmes  and  other  Publicity  Literature 


$25  TO  $75  A  WEEK  FOR 
BUSINESS  BUILDERS 

OUR  Association  is  engaged  in  a  cooperative  campaign,  in  which  we  are  under¬ 
taking  to  add  at  least  100,000  subscriptions  to  four  of  the  best  selling  maga¬ 
zines  in  America.  Some  of  our  members  are  already  making  good.  One 
hustling  young  man  in  the  little  village  of  Punxsutawney,  Pa.,  took  383  orders 
during  his  first  month,  earning  a  commission  of  $1.00  per  order,  and  winning  a 
$75.00  prize.  Any  young  man  or  woman  possessing  enterprise  and  gumption  can 
do  as  well.  We  supply  all  printed  matter,  sample  copies  and  everything  else 
needed  in  the  campaign.  In  addition  to  our  big  commission 

We  Offer  Three  High-Grade  Automobiles 
and  $3,000  in  Cash  Prizes 

to  workers  making  the  best  records  during  the  campaign.  If  you  are  a  hustler 
and  want  to  earn  severa*  hundred  dollars  during  the  next  six  months,  it  will 
pay  you  to  investigate  our  proposition  at  once.  We  want  active  members  in  every 
part  of  the  country.  Only  reliable  and  enterprising  young  men  and  women  need 
apply.  For  particulars  and  reservation  of  territory,  write  at  once  to 

The  Magazine  Specialists  Association 

601  Bancroft  Building,  NEW  YORK  CITY 


We  do 

Printing  and  Engraving 
of  the  highest  quality 
at  reasonable  prices 

Be  sure 

to  get  our  estimate 
before  giving  out 
your  work 


■hhh  of 

BOOKLETS 
CATALOGUES 
YEAR  BOOKS 
PROGRAMMES 
STATIONERY 
ANNOUNCEMENTS 

ETC. 


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THE  AMERICAN  COLLEGE — Advertising  Section 


Directory  of  the  Fraternity  Press 


Every  fraternity  man  or  sorority  woman  should  subscribe  for  his 
or  her  official  magazine*  We  give  a  list  of  these  publications  with 
name  and  address  of  editor  and  the  subscription  price.  If  remit¬ 
tance  for  such  subscription  is  made  through  THE  AMERICAN 
COLLEGE,  $2*00  additional  will  be  accepted  in  payment  for  a  year's 
subscription  to  THE  AMERICAN  COLLEGE;  regular  price  $2.50 


FRATERNITIES 

ALPHA  CHI  RHO — The  Garnet  and  White.  Henry  C.  Staunton,  21 1 
East  15th  St.,  N.  Y.  C.  $1.00 

ALPHA  TAU  OMEGA — The  Palm.  Claude  T.  Reno,  534  Hamilton 
St.,  Allentown,  Pa.  $1.50. 

BETA  THETA  PI — Beta  Theta  Pi.  Wm.  Raimond  Baird,  63  W.  83d 
St.,  N.  Y.  C.  $2.00. 

CHI  PSI — The  Purple  and  Gold.  Ira  W.  Plenderson,  523  McDonough 
St.,  Brooklyn,  N.  Y.  $1.50. 

DELTA  KAPPA  EPSILON — Delta  Kappa  Epsilon  Quarterly.  Jesse 
Grant  Roe,  128  Broadway,  N.  Y.  C.  $1.00. 

DELTA  TAU  DELTA — The  Rainbow.  Frank  F.  Rogers,  14  West  12th 
*  St.,  N.  Y.  C.  $1.00. 

DELTA  UPSILON — The  Delta  Upsilon  Quarterly.  W.  O.  Miller,  102 
College  Hall,  Philadelphia,  Pa.  $1.00. 

KAPPA  ALPHA  (So.) — Kappa  Alpha  Journal.  Verner  M.  Jones,  Ban¬ 
ner  Bldg.,  Nashville,  Tenn. 

KAPPA  SIGMA — The  Caduceus.  Guy  T.  Viskniskki.  2806  Pond  Place,  „ 
Bedford  Park,  N.  Y.  C.  $1.50. 

PHI  DELTA  THETA — The  Scroll.  F.  J.  R.  Mitchell,  108  LaSalle  St., 
Chicago,  Ill.  $1.00. 

PHI  GAMMA  DELTA — The  Phi  Gamma  Delta,  Leon  P.  Lewis,  417 
Louisville  Trust  Building,  Louisville,  Ky.  $2.00. 

PHI  KAPPA  PSI— The  Shield.  Lloyd  L.  Cheney,  Syracuse,  N.  Y.  $1.50. 

SIGMA  ALPHA  EPSILON — The  Record.  C.  P.  Wood,  1028  Chandler 
Bldg.,  Atlanta,  Ga.  $1.00. 

SIGMA  CHI — The  Sigma  Chi  Quarterly.  Newman  Miller,  5515  Wood- 
lawn  Ave.,  Chicago,  Ill.  $2.00. 

SIGMA  NU — The  Delta,  C.  E.  Woods,  Richmond,  Ky.  $2.00. 

SIGMA  PHI  EPSILON — The  Sigma  Phi  Epsilon  Journal.  W111.  L. 
Phillips,  P.  O.  Box  21 1,.  Washington,  D.  C.  $1.50. 


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THE  AMERICAN  COLLEGE — Advertising  Section 


FRATERNITIES— Continued 

THETA  DELTA  CHI — The  Shield.  Frederick  William  Albert,  1626 
29th  St.,  N.  W.,  Washington,  D.  C.  $2.00. 

THETA  XI — Theta  Xi  Fraternity  Quarterly.  Frank  R.  Lanagan,  273 
Hamilton  St.,  Albany,  N.  Y.  $1.00. 

ZETA  PSI — The  Circle.  William  A.  Comstock,  Ann  Arbor,  Mich.  $1.00. 

SORORITIES 

ALPHA  CHI  OMEGA — The  Lyre.  Mrs.  Wm.  E.  Haseltine,  537  Watson 
St.,  Ripon,  Wis.  $1.00. 

ALPHA  DELTA  PHI — The  Adelphean.  Miss  Odelle  King,  290  College 
St.,  Macon,  Ga.  $1.00. 

ALPHA  OMICRON  PI— To  Dragma.  Miss  Viola  C.  Gray,  1527  S.  23d 
St.,  Lincoln,  Neb.  $1.00. 

ALPHA  PHI — The  Alpha  Phi  Quarterly.  Mrs.  Evans  Holbrook,  1320 
S.  University  Ave.,  Ann  Arbor,  Mich.  $1.00. 

ALPHA  XI  DELTA — Alpha  Xi  Delta.  Mrs.  L.  R.  McKean,  Newberry, 
Pa.  $1.00. 

BETA  SIGMA  OMICRON — The  Beta  Sigma  Omicron.  Miss  Erna  B. 
Watson,  Fulton,  Mo.  $1.00. 

CHI  OMEGA — The  Eleusis.  Mrs.  H.  T.  Nicholas,  608  Court  St.,  Lynch¬ 
burg,  Va.  $1.00. 

DELTA  DELTA  DELTA — The  Trident.  Miss  R.  Louise  Fitch,  Galva,  Ill. 
$1.00. 

DELTA  GAMMA — The  •  Anchora.  Miss  Ethel  M.  Tukey,  3126  Chicago 
St.,  Omaha,  Neb.  $1.00. 

GAMMA  PHI  BETA — The  Crescent.  Miss  Anna  M.  Dimmick,  283  N. 

Washington  St.,  Delaware,  O.  $1.00. 

KAPPA  ALPHA  TLIETA — Kappa  Alpha  Theta.  Miss  L.  Pearle  Green, 
15  East  Ave.,  Ithaca,  N.  Y.  $1.00. 

KAPPA  DELTA — The  Angelos.  Miss  Anna  C.  Paxton,  Bristol,  Va.- 
Tenn.  $1.00.  $ 

KAPPA  KAPPA  GAMMA — The  Key.  Mrs.  Frederick  W.  Potter,  758 
Tenth  St.,  Oakland,  Cal.  $1.00. 

PHI  MU — Phi  Mu  Aglaia.  Miss  Louise  Atkinson,  Newman,  Ga.  $1.00. 

PI  BETA  PHI — The  Arrow.  Mrs.  Lewis  E.  Theiss,  230  West  mth  St., 
N.  Y.  C.  $1.00. 

SIGMA  IOTA  CHI — The  Parchment.  Miss  Judith  Grigsby,  807  Palmer 
Place,  Nashville,  Tenn.  $1.00. 

SIGMA  KAPPA — Sigma  Kappa  Triangle.  Miss  Grace  A.  Small,  232 
Highland  Ave.,  Somerville,  Mass.  $1.25. 

SIGMA  SIGMA  SIGMA — The  Triangle.  Miss  Marion  Cullom,  308  N. 
12th  St.,  Waco,  Texas.  $1.00. 

ZETA  TAU  ALPHA — Themis.  Miss  Grace  Jordan,  Forrest  City,  Ark. 
$1.00. 


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THE  AMERICAN  COLLEGE — Advertising  Section 


Why  The  American  College? 


UR  educational  systems,  from  the  bottom  to  the  top,  are 
undergoing  a  change.  In  many  respects  it  is  as  far  reach¬ 
ing  as  that  which  has  revolutionized  our  industrial  sys¬ 
tem.  .  So  far  this  movement  has  found  no  definite  means 
of  expressing  itself.  Altho  of  the  most  immediate  im¬ 
portance  to  every  college  man,  and  doubly  so  to  every  college  and 
university  official,  it  has  found  no  interpreter  until  The  American 
College  entered  this  waiting  field.  The  American  .  College  comes 
to  crystallize  this  movement — to  help  it  find  itself.  That  is  why  it  has 
been  called 

“THE  MAGAZINE  WITH  A  BIG  PURPOSE” 


No  college  or  university  officer  or  trustee;  no  professor  who  is  actively 
interested  in  education  as  well  as  in  research;  no  student  who  is  trying  to 
get  real  value  from  his  college  course  ;  no  parent  with  a  boy  or  girl  in  or 
soon  to  enter  college  can  afford  to  do  without  THE  AMERICAN 
COLLEGE. 

But  while  it  is  a  magazine  built  upon  an  idea,  it  is  not  technical,  dry 
or  uninteresting.  It  is  broad  in  scope,  bright  in  treatment,  vitally 
interesting  in  content. 

It  is  absolutely  unliKe  all  the  Journals  and  Reviews 


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The  American  College  : 

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The  American  College,  beginning  with . ,  number. 


Name 


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THE  AMERICAN  COLLEGE — Advertising  Section 


To 

Advertisers 


The  circulation  of  The  American 
College  does  not,  and  never  will  equal, 
that  of  a  great  many  of  the  “general” 
magazines — in  quantity. 

But  in  quality  it  equals  the  BEST. 

In  purchasing  power  it  is  BETTER 
than  most. 

The  .  American  College  is  not  a 
“time  killer.” 

Its  appeal  is  vital — and  it  will  be  read 
earnestly. 

For  some  advertisers  the  magazine  will 
never  be  a  good  publicity  medium.  To 
others — with  the  right  things  to  market 
— it  affords  peculiar  and  exceptional  ad¬ 
vantages. 

Are  you  a1  Quality  House f  If  so,  we 
invite  your  patronage. 

I 

=  Address  = 

Advertising  Department 
THE  AMERICAN  COLLEGE 
42  Broadway  ::  New  York  City 

Rubber  and  Metal  Stamps  and  Stencils 

Seal  Presses,  Check  Protectors,  Numbering  Machines, 
Brass  Checks,  Wax  Seals.  Key  Checks.  Soft  Base 
Ink  Pads,  designed  especially  for  heavy  and  continued 
use. 

JOHN  L.  MARTIN,  Mfgr. 

’Phone  4000  Cort. 

48  and  50  Dey  St.f  Dept.  3,  N.  Y.  City 


Send  your  “Wants”  to 

WILLIAM  R.  JENKINS  CO. 

Publishers ,  Booksellers ,  Stationers ,  Printers 

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Cor.  48th  Street 


BOOKS  OF  ALL  PUBLISHERS 


Including 

FRENCH 

Spanish,  Italian,  (Herman  and  other 
Foreign 


BOOKS 


Including 

Medical  Books 

and  works  concerning  Horses,  Cattle, 
Dogs  and  other  Domestic  Animals 


Special  facilities  for  supplying  Schools, 
Colleges  and  Libraries.  Catalogues  on 
Application. 


COLLEGE  EM GRAVERS 


We  make  a  specialty  of  engravings  for 
colleges,  and  one  of  our  large  plants  is 
devoted  exclusively  to  their  production^ 


We  operate  day  and  night,  including 
Sundays  and  holidays. 


We  have  a  new  Color  department  with 
a  new  method  and  an  Art  department 
that  creates  or  embellishes  ideas. 


Inform  us  of  your  needs  and  we  will 
cove*-  them  in  every  detail. 


We  refer  you  to  The  American  College, 
whose  pages  contain  examples 
of  our  work. 

POWERS  PHOTO-ENGRAVING  CO. 
154  Nassau  Street,  N.  Y. 

Tel.  4200,  4201, 4202,  4203,  4204  Beekman 


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THE  AMERICAN  COLLEGE — Advertising  Section 


’Tis  Knowledge  to  Know  Where  Knowledge  Is” 
44  A  Royal  FLoad  to  Knowledge”  Is  Open  to  You  ! 


WE  have,  at  your  service,  millions  of 
old,  rare  and  up-to-date  clippings, 
articles,  records,  notes,  books  and 
pictures,  covering  all  topics.  They  are 
taken  from  the  newspapers,  class  journals, 
magazines,  reports,  etc.,  of  the  world,  and 
are  classified  under  a  unique  system  for 
quick  reference,  through  calls  or  corre¬ 
spondence. 

They  are  not  sold,  but  are  consulted  in 
our  Library,  or  loaned  to  responsible  peo¬ 
ple,  or  we  will  make  digests  for  you.  We 
also  attend  to  commissions  of  any  charac¬ 
ter.  We  have  an  able  staff  of  editors, 
writers  and  investigators.  Fees  are  mod¬ 


erate.  Send  for  particulars,  stating  your 
present  requirement. 

Expert  counsel  given  in  planning,  edit¬ 
ing,  printing,  publishing  and  circulating 
books,  pamphlets  and  magazines,  and  in 
the  preparation  of  business  and  other  pro¬ 
spectuses.  Orders  filled  for  books  of  every 
description. 

Our  patrons  are  authors,  editors,  publish¬ 
ers,  speakers,  educators,  students,  adver¬ 
tisement  writers,  club  women,  professional 
and  business  men,  investigating  commit¬ 
tees — in  fact,  seekers  for  information  of 
any  kind  on  any  subject. 


The  Search-Light  Information  Library 


341-7  Fifth  Avenue  (Opposite  the  Waldorf-Astoria  Hotel) 


NEW  YORK 


BAIRD’S  MANUAL 

- - =  o f==  - 

AMERICAN  COLLEGE  FRATERNITIES 

This  book  is  replete  with  information  of  interest  to  all  members  of  College 
Fraternities.  It  contains  Histories  of  each  of  the  Men’s  General  Fraternities, 
the  Women’s  General  Societies,  the  Men’s  Local  Fraternities,  Women’s  Local 
Societies,  Professional  Fraternities,  Honorary  Fraternities  and  Miscellaneous 
Societies;  a  Directory  of  Colleges  and  Chapters,  Statistical  Tables  of  great  inter¬ 
est,  articles  showing  the  geographical  distribution  of  Chapters,  Nomenclature, 
Insignia,  a  Complete  Bibliography  of  Fraternity  publications,  information  con¬ 
cerning  Chapter  House  ownership.  In  short,  the  Sixth  Edition  is  a  complete 
Cyclopedia  of  Fraternity  Information.  It  is  bound  in  befitting  covers  of  blue, 
white  and  gold,  and  is  sold  at  $2.00  per  copy,  postage  prepaid. 


SEND  IN  YOUR  ORDERS  THROUGH  THIS  OFFICE 


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The  American  College 


THE  MAGAZINE  WITH  A  PURPOSE 


No  college  or  university  officer  or  trustee;  no  professor  who 
is  actively  interested  in  education  as  well  as  in  research ; 
no  student  who  is  trying  to  get  read  value  from  his 
college  course ;  no  parent  with  a  boy  or  girl  in  or 
soon  to  enter  college  can  afford  to  do  without 
THE  AMERICAN  COLLEGE. 

But  while  it  is  a  magazine  built  upon  an  idea,  it 
is  not  technical,  dry  or  uninteresting.  It  is 
broad  in  scope,  bright  in  treatment,  vitally 
interesting  in  content. 


“It  is 
the  most 
s  a  n  e,  j  ust 
and  fair  account 
of  our  university 
problems  in  existence.” 

David  Starr  Jordan 

President  of  Leland  Stanford,  Jr.,  University. 


The  greatest  study  of  the  college  from 
the  standpoint  of  the  parent  and  the  student. 


It  is  absolutely 

unlike  all  the 
Journals  & 
Reviews 


OFFER 


We  will  give  one  year’s  subscrip¬ 
tion  to  The  American  College  and 
copy  of  Birdseye’s  Individual 
Training  in  our  Colleges  for  $3.75. 
Send  in  your  subscription  to-day. 


To  THE  AMERICAN  COLLEGE: 

Please  find  enclosed  $3.75  for  one 
year’s  subscription  THE  AMERICAN 

COLLEGE,  beginning  with . 

number  and  copy  of  Individual  Train¬ 
ing  in  our  Colleges  as  per  above  offer. 

Name . 

Address . 


PRESS  OF  WM.  G.  HEWITT,  BROOKLYN  N.  Y. 


3  0112 


HOTEL  EMPIRE 

Broadway  63rd  Street, 


NEW  YORK  CITY. 


IN  THE  VERY  CENTRE  OF  EVERYTHING 

All  Surface  Cars  pass  or  transfer  to  door. 
Subway  and  '  L”  Stations  one  minute. 

ALL  MODERN  IMPROVEMENTS 

Rooms,  with  detached  Bath,  $1.50  per  day  up 
Rooms,  with  Private  Bath,  2.00  “ 

Suites  with  Private  Bath,  3.50  “  ‘ 

EXCELLENT  SERVICE  FINE  MUSIC 

\V.  JOHNSON  QUINN,  Prop. 


The  American  College 

^ — ^ mm ^ mm 

Bound  copies  of  Volume  I,  ele¬ 
gantly  bound  in  cloth,  $1.50;  in 
half  Morocco,  $2.00.  This  vol¬ 
ume  contains  notable  articles  on 
the  Carnegie  Foundation,  the  Gen¬ 
eral  Education  Board,  How  the 
College  Abandoned  its  Home 
Functions,  College  Accounting, 
Can  the  Church  College  Survive, 
the  Affiliated  College,  the  Increas¬ 
ing  Extravagance  in  College  Life, 
Important  Fraternity  News,  Im¬ 
portant  Editorials,  News  from  all 
the  Colleges,  etc.,  etc. 


THE  HIGHER  EDUCATION  ASSOCIATION 

NO.  i  LIBERTY  ST.,  NEW  YORK  CITY 


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ASK  FOR  SCARAB  CIGARETTES 


The  CIGARETTES  of  QUAL¬ 
ITY  Composed  of  IMPORTED 
TOBACCO  only.  Made  by  a  Col¬ 
lege  Man  for  College  Smokers  and 
all  others  who  appreciate  a 
HAND-MADE  and  PURE  CIG¬ 
ARETTE.  $2.  and  $3.  per  tin 
of  100,  according  to  size,  either 
plain  or  tipped. 

MONOGRAMS  furnished  at  same 
rate  in  lots  of  500.  Ask  your 
DEALER  for  them  or  WRITE. 

Scarab  Cigarette  Co. 

253  Broadway 

NEW  YORK 


SCARAB  CIGARETTES 

I  ftCOSTlA TRADE  MARK  I 

These  Cigarettes  are  Mjtr&r.teed  hand -made 
and  are  of  a  blend  of  *he  .  finest  Du  bee  and 
Turkish  Tobacco. 


SCARAB  CIGARETTE  GO. 


253  Broadway,  N.  Y. 


Tel.  Barclay  *330 


